South Wellfield First School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils embody the values of this nurturing, warm and supportive school.

Pupils flourish because they are cared for deeply. There is a culture of high expectations. Pupils' needs are at the heart of every decision the school makes.

An atmosphere where respect is commonplace has been created by the school. Pupils feel happy and safe in school. They attend eagerly and regularly and are keen to learn.

Pupils are routinely kind to each other. The behaviour they show at all points of the day is praiseworthy. The school has high expectations.

Everyone models and meets these expectations. Pupils are respectful and understanding of each other's needs. They sh...ow consideration and care.

The school has designed a curriculum that prepares pupils well for their future education. Staff are ambitious for their pupils. As a result, pupils achieve well.

This includes pupils with special educational needs and/or disabilities (SEND).

Pupils participate in a wide range of clubs and extra-curricular activities. These include gardening, handball, music and archery.

Activities on offer are tailored to pupils' interests and talents. Learning is enhanced through a range of visits. For example, residential stays away and visits to castles and islands.

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

The school has established an ambitious curriculum. Staff have identified the most important knowledge that pupils need to learn. Adults make sure that pupils learn this knowledge in an order that builds their understanding.

In history, for example, pupils learn about what a civilisation means before looking in more detail at the Ancient Greek and Egyptian civilisations. Across subjects, teachers and support staff have the appropriate knowledge they need to teach the curriculum. Teachers use well-considered questions to check pupils' understanding.

In early years, children are happy to come to school and enjoy the learning that is on offer. For example, children in nursery excitedly talk about the sounds they would hear in the farmyard. They relish showing their ability to make each animal noise.

Children develop respectful relationships and show their care and consideration for each other. Adults model positive ways in which children can interact with others. The early years curriculum supports children's number, communication and early reading skills.

Some aspects, however, are less precise in supporting learning in the wider curriculum. This means that children do not always learn the important things they need to know.

The school has a rigorous approach to identifying any additional needs pupils may have.

There are robust systems in place to ensure pupils with SEND get the help they need. The school's highly effective support for pupils with SEND ensures they achieve well.

The school has prioritised reading.

Staff are well trained in the delivery of phonics. Children in nursery begin learning sounds straightaway. Reception and Year 1 phonics are consistently and precisely taught.

The school uses assessment well to precisely highlight any gaps in pupils' phonics knowledge. Pupils then receive bespoke support, tailored to individual need. This high-quality phonics teaching supports pupils to secure high outcomes in national checks at the end of Year 1.

Pupils enjoy many opportunities to read for pleasure.

The opportunities for pupils' personal development are exemplary. The personal development and well-being provision is designed to help pupils to understand themes such as online safety, positive friendships and mental health.

Pupils learn about a wide range of cultures and to respect that people are all unique. Pupils' talents and interests are enhanced through many after-school clubs and activities. Pupils take up these opportunities readily.

The school enables all pupils to attend clubs if they wish to do so. They are supported by all adults in school to be ambitious and aspirational for themselves. Even at such a young age, pupils are clear on what they can contribute to the world.

Pupils are taught the importance of respect and helping others, and this is reflected in their exemplary behaviour in school. They have a particularly good understanding of their own responsibility for their behaviours. Bullying is rare.

In discussion, pupils are articulate and confident about explaining what being well behaved means. They know it is not about 'rules' but rather a way to live and act both in school and outside in the community.

Governors have a good understanding of the school.

Staff are very positive about the way that the school considers their well-being and workload into account. Staff feel proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of the wider curriculum for the youngest children are less precise in supporting their learning. This means that on occasion they are not learning the important things they need to know. The school should continue to refine the curriculum so that learning is well identified and well supported across all areas.