Sparsholt Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming and vibrant school.

Pupils are friendly and show kindness towards each other. Friendships extend across year groups, and Years 5 and 6 pupils are impressive role models who seek to help others whenever they can. At playtime, they enthusiastically run games for younger pupils and make sure that everyone is included.

Pupils' conduct strongly reflects the school's values of 'Courage, Compassion and Creativity'.

The school has high expectations for all pupils to achieve their best. Pupils respond positively to these.

They try hard in lessons and keenly get involved in a range of clubs and school events. Pupils enjoy regular opportunit...ies to share their ideas. They take pride in their contributions and talk excitedly about how their views have shaped the 'Pond Project'.

Relationships between pupils and staff are warm and positive. Pupils are well cared for and value the attentive approach of staff. They feel safe and know that any concerns they report to staff will be addressed promptly.

Parents and carers value how the school builds pupils' confidence through its nurturing approach and the focus on participation. One parent captured this, saying, 'The school has shaped a positive and striving attitude in my children.'

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

The school has an ambitious and broad curriculum.

For each subject, there is careful planning of the important knowledge pupils need to learn and when they will do this. In most subjects, this builds pupils' knowledge securely over time. The school regularly reviews and adapts the curriculum to further improve learning.

For example, in mathematics, more time has been given to ensure all pupils become fluent in calculation methods. In early years, the well-planned curriculum is adapted each year so that it meets the specific needs of the children.

Teachers have strong subject knowledge.

They explain new knowledge accurately and use carefully chosen examples which support pupils to understand new ideas. Thoughtful learning activities provide opportunities for pupils to deepen their understanding. Across subjects, teachers routinely use questioning well.

They check pupils' understanding and reteach knowledge when pupils do not understand. Teachers know pupils well, and pupils with potential special educational needs and/or disabilities (SEND) are promptly identified. Staff make appropriate adaptations which support pupils with SEND to achieve well.

There is variation in the effectiveness of assessment. In core subjects, assessment of pupils' progress is robust. End of topic and in-class assessment closely track pupils' understanding of new knowledge.

Appropriate support is put in place quickly, so struggling pupils catch up. This means pupils build secure knowledge over time. In some foundation subjects, however, planned assessment does not consistently identify how securely pupils understand important knowledge or revisit previous learning.

This hinders pupils' achievement in these subjects because they have gaps in their understanding.

There is a rigorous approach to reading. Children learn phonics from the start of Reception.

Pupils who are struggling are given prompt support so that they catch up quickly. Through diverse and rich texts, the reading curriculum develops pupils' vocabulary and comprehension well. This highly effective approach is reflected in the strong reading outcomes in 2023.

Behaviour is exemplary across the school. There are high expectations and pupils learn about excellent conduct. This begins in the early years, when teachers help children to learn how to work well together and show consideration.

Pupils know the rules and understand why upholding these supports everyone to learn well. Across lessons, pupils work hard and have excellent attitudes to learning. This continues around the school when pupils' behaviour is orderly and they show consideration for others.

The school's approach to character development is exceptional. High-quality opportunities deliberately broaden the horizons of pupils. All pupils are required to be 'courageous advocates'.

They put forward for discussion local or global issues which interest them. Pupils vote for their 'pupil governors', who give pupils an active voice in school improvement. Pupils build a strong appreciation of different cultures.

They meet representatives of different faiths and hear visitors from a range of backgrounds talk about their lives in 'Tell Me Tuesday' events. Pupils learn how to handle responsibility and work with others through a range of meaningful leadership opportunities. These begin early, with 'Helping Hands' in Reception Year.

Pupils are well prepared for life in modern Britain.

Leaders are determined that pupils will achieve well. They strive for continuous improvement.

Staff appreciate leaders' flexibility and mindful consideration of workload. Governors diligently meet their statutory responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, assessment does not identify pupils' knowledge gaps or revisit previous learning. In these subjects, staff cannot then secure the knowledge pupils have not fully learned. The school needs to ensure that assessment practice across all subjects identifies where pupils' understanding is less secure, and that staff know how to address this effectively.

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