St Mary’s Church of England Primary School, Bitteswell

Highlights from Latest Inspection

What is it like to attend this school?

The school is welcoming and caring, and pupils enjoy learning here. The school has high expectations of what pupils can achieve. Most pupils progress through the curriculum and achieve well.

The school is calm and orderly. There are positive relationships between staff and pupils. Staff use praise well to reinforce the school's expectations.

Most pupils behave well in lessons. Pupils get along well at social times and enjoy participating in activities together. They feel safe in school and know that staff will help them with any worries.

The school develops pupils' characters effectively. Staff encourage pupils to develop their 'character muscles'. In assembl...ies, staff discuss the character traits they want pupils to develop and then support them with strategies to do this.

For example, in collective worship, pupils discussed how they could be respectful of others. The school provides many opportunities for pupils to develop their talents and interests. Pupils enjoy attending clubs such as choir, dodgeball, multi-sports, football, chess and dance.

They also participate in charity fundraising events and visit the local residential home.

Staff provide many opportunities for pupils to contribute to the school. Pupils are proud to be school councillors, eco-warriors, and well-being and reading ambassadors.

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

Pupils study a broad and ambitious curriculum. It has been carefully designed from the early years to Year 6 so that pupils build on prior learning. The school has ensured that it is clear what key knowledge, skills and vocabulary pupils will learn and when.

This supports teachers in delivering the curriculum effectively in most subjects. As a result, most pupils learn well.

Teachers have secure subject knowledge.

The school has set out an agreed approach to deliver the curriculum so that pupils remember long-term what they have learned. Teachers use this effectively in most subjects. However, this is not done consistently well in some subjects.

For example, teachers sometimes do not explain new learning clearly or check for understanding carefully enough. This means some pupils do not learn as well as they could in some subjects.

The school has prioritised developing pupils' reading skills.

When children start in Reception, they begin learning phonics. Staff are well trained to teach phonics. They ensure that pupils build on the sounds they know.

The school quickly identifies any pupils who have gaps in their phonics knowledge. These pupils then receive extra support. Most pupils quickly gain the knowledge and skills they need to read well.

Pupils enjoy daily story time. Staff use this well to develop pupils' vocabulary.

The school accurately identifies pupils' additional needs.

Staff receive clear information about the needs of pupils with special educational needs and/or disabilities (SEND). They use this well to support pupils with SEND. For example, teachers provide these pupils with adapted resources and additional support.

Staff benefit from regular training to ensure they have the expertise to support pupils with SEND. This means these pupils can access the curriculum and most achieve well. Pupils with SEND are included in all aspects of school life.

Children in Reception learn in a caring and nurturing environment. Staff ensure that children develop their communication and language skills well. Staff have established clear routines that most children understand and follow.

Children learn well together. They are well prepared for their next steps.

The school has ensured that a clear system is in place for dealing with any behaviour issues.

Pupils understand the school's rules of being 'ready, respectful and safe'. These rules help them know how to behave in lessons and at unstructured times. Most pupils have good attitudes to learning.

The school has developed a well-thought-out programme for pupils' broader development. Pupils learn how to be safe online and in the community. They learn about different faiths and cultures.

They know how to be healthy. Pupils understand the importance of fundamental British values and equality. Pupils know to treat others, however different from them, respectfully and equally.

The school has carefully planned trips and visits so that pupils have experiences that enrich the curriculum. Pupils are very well prepared for their life beyond the school.

The school is well led and managed.

Staff are proud to work here. They are well supported by leaders with their workload and well-being. School and trust leaders have an accurate view of the school's strengths and what needs to improve.

Staff benefit from a comprehensive training programme that supports them in delivering the curriculum effectively. Those responsible for governance know the school well and provide effective challenge and support.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, some teachers do not use the school's agreed-upon approach to delivering the curriculum effectively. On occasions, they do not explain new learning clearly or check for understanding carefully enough, which means some pupils do not learn as well as they could in some subjects. The school should ensure that teachers use the school's agreed approach to delivering the curriculum effectively.