Speedwell Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending their school.

From the moment they start, they get the help and support that they need to live up to the school's high expectations. From their starting points, pupils achieve well.

Relationships are consistently positive.

Staff know pupils well. They take good care of them. They help pupils to be independent and curious.

In return, pupils appreciate the adults they work with. As one pupil said, 'They are really nice. They help us to learn and to be clever'.

Pupils behave well. The school's 'Golden Rules' are commonly understood and applied. These include aspirations for pupils to be gentle, kind and helpful.

O...ther rules involve pupils listening, being honest, working hard and looking after property. They achieve this the vast majority of the time. Pupils are motivated by the incentives on offer, including earning 'raffle tickets' and being selected as 'star of the week' in the weekly celebrations assembly.

Pupils who need extra help to follow the school's rules receive good quality guidance and support.

Pupils look after each other. They are eager to help if anyone is hurt or upset.

They learn to value themselves and others. As one pupil explained, 'We are all unique'.

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

The school's curriculum is well-organised.

It has been designed specifically for the pupils of the school. It takes good account of pupils' starting points and experiences. It helps pupils to learn about themselves and the world around them.

The 'hands on' approach to learning helps pupils to remember what they have learned. In the majority of cases, the school's curriculum is organised in a logical manner. It builds cumulatively on what pupils know and can do.

In most cases, pupils remember what they have learned. For example, a group of Year 2 pupils were able to recall what they had learned several terms previously about the different ways in which solid shapes can be changed. However, in some cases, the curriculum does not make clear the precise things that pupils are expected to know and remember.

This means that the school cannot be sure that pupils' knowledge builds securely over time.

Pupils develop a love of reading. They look forward to the daily story sessions and the 'family reading' sessions that parents and carers join them for.

They are eager to read the wide range of books found in classes and around the school. Pupils are motivated by the recognition they receive for reading regularly, including working through the different coloured certificates and earning a prize from the gift box. The school's phonics programme is well organised.

It is taught well. From their starting points, pupils learn sounds well, helping them to become fluent and confident readers.

The school's large proportion of pupils with special educational needs and/or disabilities (SEND) are well supported.

The school develops a detailed understanding of these pupils' needs. Adults provide well-tailored support, both in class and around the school. Pupils who need help with their social, emotional and mental health development are supported well.

They learn to understand and manage their feelings and emotions. Pupils with SEND achieve well.

The early years is an exciting place.

Children are happy and busy. They enjoy learning a broad range of songs, nursey rhymes and stories. The activities on offer are well-designed to help children to learn the curriculum.

The early years' curriculum is, on the whole, well-planned. In most areas, it sets out the milestones that children are expected to reach at each stage of their education. However, in a small number of areas, the curriculum lacks this same level of detail.

Pupils benefit from a well-structured programme for personal, social and health education. They are eager to take on some of the leadership roles on offer, including being lunchtime helpers and mini-sports leaders. They know that it is important to look after one another.

However, some pupils' knowledge of fundamental British values and different faiths is inconsistent. Although they know to respect difference, some are not as aware as they should be of what these differences may be.

Leaders, including governors, know pupils and their families well.

This underpins and permeates everything that happens at the school. Leaders are not afraid to make bold choices if they believe it to be the right thing for their pupils. Staff share leaders' high ambitions for all pupils, including those who are disadvantaged.

Everyone feels well-supported and proud to work at the school. Pupils, staff and the majority of parents hold the school in high esteem.

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 subjects, the curriculum lacks precision about the key knowledge that pupils are expected to acquire and retain. In these subjects, pupils may not know and remember key content over time. The school should make sure that all subjects are clearly defined with the content that pupils are expected to know and commit to their long-term memory.

• In a small number of areas, the early years curriculum is not fully planned and sequenced. In these places, it does not make clear the important milestones that children are expected to achieve as they progress through the Nursery and Reception Years. The school should ensure that, across all areas of learning, the early years curriculum is fully planned, sequenced and makes clear the milestones that children are expected to achieve.

Some pupils' knowledge of British values and different faiths is inconsistent. Although they know to respect difference, some are not as aware as they should be of what these differences may be. Leaders should ensure that pupils have the necessary knowledge and understanding of British values and different faiths.