Slinfold CofE Primary School and Pre School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are well cared for at this small, nurturing school. There is a warm and kind approach by all adults, who focus on building strong and trusting relationships. Pupils say that they feel delighted to come to school.

They proudly share their achievements and feel excited by the wide range of opportunities available to them.

Older pupils show care and compassion to the younger children. They love helping out in the pre-school and in the school's breakfast club.

Across the social times, pupils play well together and readily share the provided play equipment.

High expectations exist across the school. Pupils create 'class charters' to remind each oth...er of the expected positive behaviours.

Pupils are confident to share any concerns they may have. They do this in different ways, such as writing messages in 'worry boxes'. Younger pupils use the 'worry monster' to help express their feelings and emotions.

Pupils' well-being and positive self-esteem threads through the school's provision. Pupils are taught to recognise and regulate their emotions. Pupils like to use 'positive affirmation jars' that have messages to help them recognise their strengths.

They appreciate these regular thoughtful approaches that the staff use throughout the school day.

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

The school has planned an ambitious curriculum that is interesting and engaging. Staff bring the curriculum 'alive' for pupils through trips, visits and experiences.

These are carefully planned to develop pupils' wider learning and understanding of subjects.

In most subjects, the important knowledge that pupils need to learn is clearly planned. Lessons are well sequenced and the use of key vocabulary is well considered.

Many pupils remember what they have been taught and, therefore, are secure in their understanding. The school quickly identifies any help that pupils need, including those with special educational needs and/or disabilities (SEND). These pupils receive effective support from adults in the classroom.

This enables them to become independent learners and achieve well. As a result, all pupils learn the same ambitious curriculum.

However, in some subjects, the curriculum is still very new.

As yet, pupils are not able to recall their learning as confidently. Often they can remember different learning experiences rather than being sure about the factual knowledge. In these subjects, teachers are less able to identify gaps in pupils' learning quickly and address them.

This means that pupils are not yet fully developing a deep understanding across all subjects, as the school intends.

The school's new mathematics scheme is already having a positive impact on pupils' learning. In early years and pre-school, children enjoy a range of opportunities to see and use numbers.

This helps to develop their interest in mathematics and counting. Pupils' enjoyment of mathematics continues into key stage 1 and beyond. They are developing into confident mathematicians.

Pupils develop a love for reading from the early years. There are opportunities to read a variety of stories across the school. Older pupils record the books they read on 'reading matchboxes'.

This helps to challenge and broaden their reading even further. Children in early years take part in singing songs linked to the phonic scheme. They develop a love of language and rhymes from an early stage.

Pupils from Reception to Year 2 follow the school's phonics programme daily. Teachers check pupils' phonics knowledge carefully. They use this information to provide extra support for those pupils who may need it.

Pupils proudly receive 'house points' as rewards for their regular reading practice.

Pupils eagerly talk about their learning and are engaged in lessons. Positive behaviours exist across the school and pupils are ready to learn and try their best.

Children in early years mostly maintain concentration and engagement. They work well independently or in small groups. Pupils move around the school with care and look after each other.

Staff teach an ambitious personal, social and health education curriculum across all year groups. Pupils recognise the school values and these help influence their behaviour in school. They respect each other and celebrate differences.

There is a wealth of leadership opportunities that pupils relish the chance to carry out. Beyond the curriculum, there is a range of clubs for pupils to take part in. Clubs such as the 'art and clay' club and 'Young Voices' help develop pupils' different talents.

Staff across the school want the best outcomes for pupils. They are working to improve the curriculum even further. Staff feel valued and recognise the efforts to support their well-being and workload.

Governors support this alongside assuring themselves that the school fulfils its statutory duties well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in some subjects is at an earlier stage of development.

In these subjects, leaders are yet to carefully identify and sequence the precise knowledge that pupils need to learn. Gaps in pupils' learning and misconceptions are not always identified as swiftly as they should and, therefore, pupils do not learn as much as they could. The school is aware of this and should continue to monitor their planned improvements.

• In some subjects, teachers do not always carefully check what pupils have understood and how much essential knowledge they remember. Consequently, teachers do not always have an accurate understanding of where pupils are less confident in what they know and understand. Teachers should be provided with the training and support they need to quickly identify, and address, any gaps in pupils' knowledge.