Sir Edmund Hillary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe and well-supported. They say, 'This is a caring school.' They value the school's 'CLIMB' ethos and can explain how they develop character traits such as courage.

They know that it is important to include everyone.

The youngest pupils learn to share and take turns. Older pupils explain how they can learn from each other when they work together.

They say that there is very little bullying. Pupils can name staff with whom they would share any worries. They feel certain that adults would sort problems out.

Relationships in this school are strong.

Leaders want pupils to be proud of where they live and to learn about their localit...y. Staff and governors want all pupils to be ready for the next stage in their learning.

Pupils get a lively and engaging start to the day at breakfast club. It is well organised and staff know the pupils well.

Pupils enjoy their learning, especially when it takes place outside.

Some pupils can explain how what they have learned before helps them with their new topics, but some pupils forget this important knowledge. Pupils like the stories that adults read to them. However, not all pupils become fluent early readers.

What does the school do well and what does it need to do better?

Leaders have high aspirations for the pupils at Sir Edmund Hillary Primary and Nursery School. They want them to gain all the knowledge that they need to be ready for secondary school. They have designed a curriculum which teaches children about the local area, Great Britain and the wider world.

Staff have thought carefully about what they want children to learn and when. They know, for example, that learning about how to be a good friend and a responsible individual starts in the early years. Pupils learn about different types of families.

They are taught about cultures from around the world.

In some subjects, leaders have started to check whether pupils remember what they have been taught. For example, they found that pupils needed more practice of basic concepts in mathematics so that they could recall them more fluently.

Leaders have adjusted plans and checked that this is making a difference. Older pupils can explain how what they have learned before helps them with what they are learning now.

In some areas of the curriculum, staff subject knowledge is strong.

Teachers help pupils to connect their learning. However, the curriculum in some subjects is at an earlier stage of development. In some subjects, pupils do not get enough chances to practise and recall the important knowledge that teachers want them to master.

Sometimes, what teachers have planned is not in the right order because it does not build on what pupils learned before.

Staff want pupils to develop a love of reading. They have made sure that pupils hear high-quality texts.

Story times are used well to help children learn new words and think carefully about how characters are feeling. However, some texts that pupils have to read contain sounds that they have not yet mastered. Not all staff help pupils to read unfamiliar words by using the sounds that they know.

Pupils' special educational needs are quickly identified. Staff work together to adapt the curriculum so that all pupils can join in. Leaders check regularly that this is making a difference.

Leaders have made sure that all pupils, including those who are vulnerable, have continued to attend school as often as possible.

Pupils value the 'Diamond Rules' and can explain how important it is to respect each other, follow instructions and care for others. Most pupils listen well in class.

They value the trips and visits which have started again.

Leaders have planned the early years curriculum so that children build on what they learned before. Staff teach children to speak clearly and choose the right words.

The youngest children learn that a container is 'full' of water rather than 'big'. Children learn to speak in longer sentences to explain how long their pretend baking will need to be in the oven. They have lots of opportunities to practise counting.

Children remember this knowledge and use it automatically to work out how many cups of water will fill a kettle. Children concentrate well and persevere. They make models by themselves and use equipment carefully.

Governors checked on how staff workload has changed during the pandemic. They meet with staff and listen to them. They share leaders' inclusive vision and look forward to rebuilding links with local organisations and community groups as restrictions ease.

Safeguarding

The arrangements for safeguarding are effective.

Staff know how to identify children who need help. Governors check that staff get the right training at the right time to keep this up to date.

Leaders check that staff understand how and when to raise concerns.

Leaders act quickly and make sure that children get the help that they need. They have built strong partnerships with other agencies.

They work closely with parents to support them.

Teachers make sure that pupils learn how to stay safe, including when they are online. Leaders have made sure that pupils know how they can report something that makes them feel uncomfortable.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not made sure that there is a consistent approach to the teaching of phonics. Not all pupils gain the knowledge that they need to become fluent readers. Leaders should ensure that there is a consistent approach to the teaching of phonics.

They should make sure that all staff follow this approach and that the books that pupils read match the sounds that they securely know. Leaders should check that pupils who need to rapidly gain phonics knowledge catch up with their peers. ? The curriculum is not well sequenced in all subjects.

In some subjects, pupils cannot remember the key information that they previously encountered to help them with new learning. Leaders should refine the curriculum so that these key concepts are clearly identified. They should make sure that it includes opportunities for pupils to practise and recall important knowledge.