Sporle Church of England Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school. They feel happy and safe. Pupils say that there have been many improvements in recent years.

Pupils achieve well across a broad range of subjects. Pupils are well prepared for the next stage in their education.

Pupils are proud to be members of the school community.

Pupils respond to the high expectations staff have of their learning and their behaviour. Pupils are thoughtful and kind. They appreciate the recognition they receive for demonstrating the school's values.

Pupils understand what bullying is, but most find it hard to think of a time when they or a friend experienced it. Pupils say that staff listen to their w...orries and help them resolve issues when they occur.

Pupils and their parents and carers appreciate the diversity of the school's curriculum.

Pupils deepen their learning through first-hand experiences. These include residential visits, day trips and expert visitors coming into school. Pupils contribute to the life of the school through the many opportunities to take on responsibilities, such as being a head pupil or school councillor.

The work of the eco-council has gained wider recognition for its impact on developing sustainability at the school.

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

Much of the curriculum, including in early years, is ambitious and well planned. Leaders have identified the important knowledge that pupils should learn and have organised what pupils will learn in a sensible order.

This helps teachers plan lessons that build on what pupils know and can do. Teachers use their checks on pupils' learning to adapt the curriculum well. Pupils achieve well across a wide range of subjects.

In a small number of subjects, leaders have not identified the subject knowledge that pupils should learn as clearly as in other subjects. Where curriculum plans are less clearly set out, teachers do not always have the information they need to plan lessons that build on what pupils have learned before. This means that pupils do not remember as easily what they have learned in these subjects as they do in others.

Leaders ensure that the curriculum meets the needs of pupils with special educational needs and/or disabilities (SEND). Teachers make appropriate adaptations so that pupils with SEND access the full curriculum successfully. Teachers use a range of additional resources effectively and check carefully on how well pupils with SEND are learning.

This helps pupils with SEND develop independence in their learning and to achieve well personally and academically.

Leaders have placed learning to read at the heart of the school's curriculum. They have ensured that children in early years have a strong start to their education.

Staff have suitable expertise to teach pupils to read. Pupils continue to develop a love of reading as they get older. Teachers provide pupils who struggle with reading with the extra help they need.

This helps these pupils to catch up and enjoy reading.Pupils behave respectfully towards each other and towards the adults who work with them. Staff build warm, supportive relationships with pupils.

Pupils are enthused to 'let their light shine'. They consistently uphold the school's values of respect, responsibility, kindness, courage, hope and forgiveness. Pupils have a clear sense of right and wrong and always try to support one another.

For a small number of pupils, this good behaviour occasionally lapses because not all staff apply the behaviour policy consistently.

The personal development programme is a key part of school life. There is a small but growing number of after-school clubs.

There are many opportunities for pupils to take on additional responsibilities in school, such as the team captains who help to organise sports day and check that pupils are upholding the school's values. The head pupils lead assemblies to celebrate pupils' achievements. Assemblies and the wider curriculum teach pupils to be caring, informed citizens.

Pupils learn about the main world faiths present in the United Kingdom. They learn about the wider world through the curriculum and educational visits.

Local governors and the trust know the school well.

They provide support for leaders, but also challenge them to ensure that all decisions are made in the best interests of pupils. Staff find leaders' training helpful so that staff do their jobs well. Staff feel valued and part of a team.

This contributes to Sporle Academy being a happy place of learning.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that necessary checks are completed for staff working or volunteering in the school.

Regular training keeps leaders and staff vigilant in identifying pupils who may be at risk of harm. When staff raise concerns, leaders act in a timely manner. They work with other agencies and help ensure that pupils and families get the support they need.

Pupils learn how to keep themselves safe. This includes how to keep safe while working on the internet. Pupils are confident to share their worries and are happy to approach staff when they need help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not identified precisely enough the knowledge that pupils should learn. This makes it harder for teachers to plan lessons that help pupils build on what they have learned before. Leaders should ensure that all curriculum plans identify precisely the knowledge that pupils should learn and that teachers have the guidance and expertise to implement the curriculum equally well in all subjects.

Although the school's behaviour policy is clear, some staff do not implement it consistently well. This results in a small number of pupils not always behaving well. Leaders should ensure that all members of staff understand the school's approach towards pupils' conduct and implement the behaviour policy consistently.

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