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About St Mary’s CofE Voluntary Controlled Infant School
Pupils love the longstanding traditions at St Mary's. Teachers immerse pupils in the natural world and make excellent use of the picturesque rural surroundings.
Pupils are very lucky to have unique experiences that they will remember for years to come. They spend time at the farm directly opposite and take part in village heritage such as country dancing. There are opportunities to cook regularly and go on memorable school trips.
Pupils are part of a caring community where they feel safe and at ease.
Happiness can be seen in pupils' eagerness to learn and when playing outside. Many pupils comment about kindness.
Everyone looks out for each other, and... new pupils settle in quickly. Bullying does not worry pupils because it rarely happens.
New leaders have lifted expectations of pupils' education.
Teachers are rising to the challenge in delivering a new and improved curriculum. Pupils have a 'love for learning' and want to know more. Leaders have set higher behaviour standards and pupils show that they do the right thing.
Pupils are naturally curious, and adults really foster pupils' creativity. Pupils enjoy celebrating achievements and look forward to the weekly 'Well Done Awards' and cake raffle. They are committed to being global citizens.
What does the school do well and what does it need to do better?
Since her arrival, the executive headteacher has reignited staff's ambition in wanting the very best for every pupil. Renewed policies and clarity around implementing these are enabling a greater consistency across the school. The collaborative, close-knit staff have welcomed the new direction and professional development opportunities.
Nevertheless, senior leaders recognise there is work to do in helping subject leaders to understand what they should be focusing on to have the greatest impact for pupils' learning.
Recent changes to the school's curriculum have been for the better. Leaders are focused on ambition in every subject.
This includes pupils with special educational needs and/or disabilities (SEND) learning the same content as their peers. Within subjects, leaders have outlined the core knowledge and skills that pupils learn in each year group. This work is nearing completion and leaders know which subjects need further tweaks.
In early years, leaders are double checking that the steps of knowledge are clearly identified so all teachers know what children should learn in their first year at school.
The school's improvement plan has rightly prioritised pupils' reading. Recent phonics outcomes were disappointing, and governors have invested in more resources to strengthen the school's existing phonics programme.
Staff are now expertly trained and teach the planned lessons with more confidence and skill. Children in Reception Year start right away with learning to read. Pupils read books aligned with the programme's sequence and, therefore, are at the right stage for them.
Catch-up phonics sessions are implemented effectively because teachers pick up exactly any gaps pupils have and re-teach these. A love of reading is bubbling wonderfully through the school's new 100 'must read' books from renowned authors.
Leaders are training teachers to deliver the new curriculum with greater skill.
Teachers present information in sensible steps for the young pupils. They ask precise questions to check what pupils, including those with SEND, are remembering from previous lessons. However, when setting work in some subjects, pupils can sometimes complete tasks that do not reflect the curriculum's ambition.
When children start school, leaders liaise well with parents and early years providers to understand each child's starting points. The SEND team works efficiently to pick up any additional needs that a child might have. Where a need is formally identified, classroom provision caters for pupils very well.
Pupils behave positively in lessons and work hard. This is a result of the consistent routines that adults implement. The executive headteacher ensures that pupils practise these routines regularly, so that everyone knows what to do.
Governors work efficiently and are a knowledgeable team. They think strategically and set specific goals for improvement. Governors have benefited from external training to support them in holding leaders better to account for pupils' education.
Their questions in meetings are digging deeper into the effectiveness of leaders' actions on ensuring pupils' academic achievement.
A well-rounded education is evident in how leaders prioritise pupils' personal development. Pupils are kept physically active and know how to look after their bodies.
They develop resilience through competitive sport. Pupils learn the ukulele to kickstart a love for music. They experience democracy by applying to be on the pupil eco committee.
Charity work develops pupils' compassion for others who are less fortunate than themselves.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have rigorously trained all staff to ensure everyone contributes to a vigilant culture.
The executive headteacher wisely sought a local authority audit of safeguarding. This clarified strengths and what to further tighten up. Policies and procedures are robust, with staff alert to any signs that might indicate a child needs help.
Staff know how to raise a concern to the designated safeguarding leads. Record-keeping is detailed in how leaders log information over time. Leaders fully understand how to make a referral to the local authority children's services.
The curriculum also teaches pupils to be safe with well-chosen content.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teachers' pedagogical content knowledge is not consistently strong across some subjects. For example, teachers can sometimes set work that hinders pupils developing detailed knowledge.
Leaders need to continue with their strong professional development programme to support teachers' understanding of how to deliver the curriculum intent effectively. ? Subject leaders' skills in checking how securely pupils have learned the planned curriculum are at an early stage. Senior leaders should strengthen subject leaders' expertise in evaluating the quality of education so that all leaders play their part in ensuring pupils reach the highest academic standards possible.
