Spaldwick Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Spaldwick is a happy and vibrant school. Pupils are proud of their successes and the Spaldwick School community spirit. They are confident as they welcome visitors and speak enthusiastically about their work.

Parents are equally positive about the quality of education on offer, including for pupils with special educational needs and/or disabilities (SEND). The school's values are reflected in pupils' attitudes to learning and in their support for each other.

Pupils work hard to meet the high expectations set for their behaviour and achievement.

Typically, they achieve well. In classrooms there is little disruption to learning. When a few pupils struggle to be...have as well as they should, they are supported sensitively to improve.

Pupils enjoy coming to school, so most attend regularly. In the Reception class, children settle into routines quickly, learning and playing sociably together. They especially like listening to stories and learning to read.

Pupils feel safe in school. They know that a trusted adult will help them if they are worried. Older pupils watch out for their younger peers.

The wide range of pupil roles are sought after and appreciated. The junior leadership team ensures that everyone has a voice, including through the popular 'Hoots' pupil parliament.

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

The school's ambitious curriculum is carefully designed.

It caters for pupils' personal development and well-being alongside their academic needs. Learning is sequenced in a logical order. Pupils enjoy applying their knowledge and skills in different situations.

This helps them to remember more of the topics that they are learning and achieve well overall, including in reading and mathematics. Pupils with SEND learn confidently and successfully alongside their peers. Skilful adaptations and adult guidance help them to access the same curriculum as others.

In a few subjects, the school is still evaluating the effectiveness of its curriculum implementation. While ongoing improvement actions are more consistently applied, occasionally, learning activities are not matched well to pupils' abilities. In these instances, pupils do not always learn as much as they could.

The school prioritises pupils' reading accuracy and fluency. In the early years, effective and ongoing training means that adults teach phonics precisely. Children listen carefully and respond enthusiastically as they match letters to sounds.

If they need extra help to keep up, targeted and successful support is put in place. Books and stories play a key role in daily school life.

The school and the trust act quickly to raise standards when pupils' achievement does not meet the high expectations they set.

Their changes to the way writing and spelling are taught are improving writing standards. In the early years, children start to learn the importance of pencil grip and careful letter formation. They continue to build their knowledge of grammar and writing styles across year groups.

Teachers check for and act on gaps in pupils' learning. However, as pupils move through school, some gaps in how they apply their phonics knowledge results in inaccuracies in their spelling. These gaps are not always picked up quickly.

Overall, pupils behave well. They know what is expected of them. Developing a positive attitude is at the heart of the curriculum.

Pupils value the house points that reward hard work and acts of kindness. They especially enjoy the headteacher's 'hot chocolate Friday', for going 'over and above'. From the early years onwards, children learn to make safe choices.

They speak out if they are worried.

Pupils' wider development is extensively supported. Their excitement is joyous as they describe their leadership roles, the application process and the positive impact their work has on the school community.

This includes improving girls' access to football. Warm relationships contribute to the welcoming environment. Pupils understand they have a right to be heard.

Fundamental British values, such as tolerance and respect, are evident in their actions and throughout the curriculum. Pupil 'Happiness Heroes' and 'Peer Mediators' watch out for the well-being of others. Clubs, trips and outdoor learning are enjoyed.

The ambitious curriculum, from the early years onwards, ensures that pupils are well prepared for the next stage of their education.

This small school, working closely with the trust and governors, has managed the challenges of changes effectively over time, including staffing changes. It takes swift action to improve the quality of education when concerns arise.

Staff value the regular training focused on continuous improvement. Their workload and well-being are considered when change is needed. Strong relationships, including with parents, are at the heart of the school's success.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is still evaluating the effectiveness of the implementation of its ambitious curriculum. This means that, occasionally, activities are not as closely matched as they could be to pupils' abilities.

In these instances, pupils do not achieve as well as they could. The school and the trust should ensure that ongoing evaluations, and any associated staff development, secure activities that are routinely well matched to pupils' needs. This is so that pupils achieve consistently well across all aspects of the curriculum.

• For some pupils, gaps in their ability to apply their phonics knowledge results in inaccuracies in their spelling. This impacts negatively on their writing. The school and the trust should ensure that all adults have the knowledge and skills to confidently support those pupils who need extra help to continue to improve their spelling.