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This is a caring and inclusive school. Pupils like their teachers and know that they can turn to staff for help should they ever need it.
Pupils with special educational needs and/or disabilities (SEND) play a key role in school life alongside their peers, for example, as members of the school council.
The school's high expectations of what pupils can achieve are not currently realised. While there has been significant improvement, pupils do not develop their knowledge as well as they should.
Staff have not consistently been able to focus on improving the curriculum. This has now changed, particularly as pupils' behaviour has improved.
Pupils behave ...well.
The school has ensured that staff and pupils have high expectations of behaviour. Pupils follow the 'Spilsby 7' expectations. They learn in focused classroom environments.
Pupils make good use of the carefully designed indoor and outdoor calm spaces.
The school helps pupils to broaden their horizons. Pupils develop respect for beliefs and cultures different to their own.
They visit mosques, churches and museums. The school provides a range of clubs. For example, pupils develop their talent for singing and performance in the school choir and by taking part in concerts.
What does the school do well and what does it need to do better?
Pupils' knowledge of the curriculum is inconsistent. There are gaps in pupils' knowledge relating to their previous learning. Teaching does not consistently focus on the most important knowledge that pupils should learn.
Pupils can be overwhelmed by the tasks and information they receive. At times, the checks on pupils' understanding do not ensure that gaps and misconceptions in pupils' knowledge are identified and addressed.
However, this has begun to change.
The school knows what needs to improve and has already made some positive changes, including by refining the curriculum. In many subjects, pupils learn the school's new, ambitious curriculum well. In these subjects, teachers work hard and use ideas from the training they receive to develop their practice.
They now know exactly what to teach and when. Teachers have secure subject knowledge. They work well with teaching assistants to ensure that pupils receive the help they need to feel comfortable and ready to learn.
Pupils with SEND have their needs promptly identified. They form strong relationships with staff. They receive personalised support which enables them to learn the new curriculum alongside their peers.
Staff help pupils with SEND to develop their independent learning skills. For those who need help managing their emotions, they can access 'the den'. Here, specially trained staff help pupils develop the tools they need to succeed in school and beyond.
Children in the early years benefit from a curriculum which is well designed. Staff interact skilfully with children. They identify when children need extra help and ensure that they provide effective support.
There are regular opportunities for children in the early years to learn independently. These opportunities have not routinely been designed in such a way that children successfully use them and build their knowledge. Overall, however, children develop the skills and knowledge they need to be prepared for Year 1.
They achieve well.
Pupils enjoy reading. They read regularly in school and understand how to make informed choices about the books that they borrow from the library.
The school has improved the teaching of early reading. Pupils who need extra help are identified. They receive targeted support which is beginning to help pupils catch up.
The school puts effective support in place for children when they join the early years to ensure that they are ready to learn to read.
The school has improved pupils' attendance. Careful consideration has been given to the reasons why some pupils do not attend as well as they could.
The school does everything in its power to remove the barriers to pupils regularly coming to school.
The school promotes pupils' personal development well. Pupils learn about how to keep themselves safe and how to lead healthy lifestyles.
They develop leadership skills and contribute to school life by becoming school councillors, librarians and door monitors. Pupils' mental health is prioritised. The school has a mental health lead and pupils can attend mindfulness and well-being clubs.
The school has recently brought about significant improvements to the curriculum, pupils' behaviour and attendance. The school collaborates with the trust to identify areas for improvement. Together, they take effective action to enhance the quality of the school's provision.
Staff receive regular training to improve their practice. They appreciate the consideration given to their workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teaching does not consistently ensure that there is a focus on the most important knowledge that pupils should learn. At times, pupils can be overwhelmed and unsure about the knowledge they need to learn. The school should ensure that teaching helps pupils to focus on the important knowledge that the curriculum identifies.
• In some subjects, the checks on pupils' understanding do not identify and address gaps in pupils' knowledge. As a result, pupils are not as well prepared as they should be for their next steps. The school should ensure that pupils' knowledge is checked sufficiently to ensure that any gaps or misconceptions are identified and addressed.
• The activities and resources available to children in the early years to help them learn independently are not consistently closely matched to the learning that the children need to engage with. As a result, children do not develop their ability to learn and play independently as well as they could. The school should ensure that children consistently benefit from meaningful opportunities to learn and play independently in the early years.
