St Botolphs CE Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this happy and caring school. They have strong and positive relationships with staff.

Pupils appreciate how well they are cared for and know that any member of staff will help them if they have any concerns. This helps pupils to feel safe in school.

The school's motto of 'Find Your Fantastic' is visible everywhere.

Pupils proudly show off their wristbands showing what they have been fantastic with today. Pupils across the school are very polite and well mannered. They hold doors open for each other and just enjoy spending time together.

Classrooms are calm and children try hard with their learning.

There are a wide ran...ge of opportunities to further enhance the curriculum. An interactive Tudor workshop supports learning in history.

Carefully chosen visitors help bring pupils' learning to life. Pupils can attend a variety of clubs like cooking, swimming, games and breakfast club.

Children in the early years get off to an exceptional start with their learning.

There is a keen focus on developing children's communication and language in each area of learning. Established routines help children to quickly develop strong learning behaviours.

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

The school and trust are united in their ambition for all pupils to achieve well.

Leaders have worked relentlessly to address the areas from the last inspection. They have redeveloped the whole curriculum to ensure that the key knowledge that pupils need to know and remember is clear. In many subjects, pupils are able to talk about their current learning and link this to prior learning in a careful and considered way.

However, in some subjects, the important knowledge that pupils need to learn has recently been changed. This means that some pupils struggle to link their learning over time.

The school has an established approach to developing pupils' early reading.

Staff are well trained. They deliver the phonics programme consistently well. Teachers carefully check pupils' progress through the programme.

They make sure that pupils who find reading difficult receive extra help so that they can keep up with their peers.

The leadership of early years is very strong. Children in the early years are challenged and engaged from the moment they arrive in school.

The school is exceptionally ambitious for what children will achieve. Nothing is left to chance. The curriculum is expertly planned to ensure that each activity supports children's communication and language development.

Children show high levels of concentration and interest in each activity. They use the new vocabulary from their class book confidently when talking to each other. For example, children were experimenting with 'big' and 'small' when talking about food, plates and spoons.

The careful planning and sequence of learning means that children develop a strong knowledge base to move into Year 1.

The school's clear rules and routines help to create calm classrooms, where pupils can focus on their learning. Across the school, pupils display positive attitudes.

Learning is rarely interrupted by any incidents of poor behaviour. The school's systems and procedures to promote high attendance are effective. Any attendance concerns are quickly identified and addressed.

The school makes sure that pupils with special educational needs and/or disabilities (SEND) get the best possible opportunities to succeed. Staff produce detailed support plans, in partnership with parents and external organisations. They work skilfully in giving pupils clear steps to help them to learn.

Pupils with SEND are highly motivated and well supported.

The school provides effective pastoral support to pupils to help them understand how to manage their well-being and mental health. There are opportunities for yoga and mindfulness during the school day.

Pupils benefit from a wide range of opportunities that help develop their leadership roles in school. Pupils design their own manifesto and talk to their class about why they would be a good leader. As part of their personal, social, health and economic (PSHE) education, pupils learn how to take responsibility for their own safety.

For example, pupils know how to keep themselves safe online, they understand the importance of road safety and know how to report concerns.

Leaders at all levels have remained steadfast in their commitment to a 'no excuses' culture of improvement. The trust works closely with the local governing body to hold the school to account for the quality of education that pupils receive.

Trustees and governors are mindful of the importance of staff well-being when making changes and they ensure that staff workload is reduced wherever possible. Staff appreciate the support offered by the trust and they enjoy working at the school.

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 knowledge that pupils need to know and remember has recently changed. This means that some pupils struggle to link their learning over time. The school should ensure that, in these subjects, teachers are supported to design learning that helps pupils make strong links with prior learning.