St Mary’s Farnham Royal CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils know the school's values of 'faith, family, future and flourish' deeply.

Pupils talk confidently about how the school helps them to be kind as a starting point for their relationships and learning. Staff and pupils model calm, warm interactions that reflect the school's values wonderfully. From the beginning of the early years, children settle into school routines quickly.

Pupils enjoy school and feel safe. They trust the adults that look after them. Pupils learn about safety, including keeping themselves safe when online.

They understand some of the opportunities and potential dangers of the internet and digital media. Behaviour in lessons and on the ...playground is positive and respectful. Pupils take on roles and responsibilities such as house captains and sports leaders.

These help older pupils to thrive and contribute to school life in meaningful ways.

Pupils with special educational needs and/or disabilities (SEND) achieve very well. Staff have high expectations for the achievement of all pupils.

They make skilful adaptations to the curriculum to help pupils with SEND, in particular, to build knowledge and skills successfully. By the end of key stage 2, most pupils are secure in their reading, writing and mathematics learning and are ready for their next stage of education.

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

The school is ambitious for all pupils.

The curriculum builds learning through thoughtful sequences of lessons. The school has worked closely with staff to develop their subject knowledge and train them to implement the curriculum effectively. In some subjects, staff training has had a clearly positive impact on pupils' learning.

However, this is not as fully consistent as it could be across all subjects. A small proportion of pupils, therefore, do not achieve as well as they could. Typically, staff check pupils' learning and adjust their teaching in response.

In physical education (PE), for example, lessons have a notable impact on pupils' learning over time and in mathematics pupils develop their knowledge and skills securely. However, at times teachers' checks on pupils' learning within some subjects do not support pupils' learning as positively.

Staff are determined for all pupils to learn to read securely.

The school's approach to phonics and early reading helps pupils to learn effectively. Staff support for pupils with SEND is strong. The school identifies pupils' needs quickly.

Staff make a notable impact on those who are at the earliest stages of learning to read. If any pupils fall behind, they quickly catch up with their peers. The school ensures that most books that pupils read are matched closely to the sounds that pupils know.

Pupils develop a love of books. They appreciate the school library enthusiastically.

In the early years, children develop their communication and language very well.

Children are taught to listen attentively, share, and take turns. For example, children in Nursery enjoy learning walks and using their 'listening ears' to describe the sounds that they hear to each other. Children love the songs, rhymes and traditional stories that fill Nursery and Reception classes.

These inspire children to learn eagerly. Learning environments are organised thoughtfully and help to build children's confidence and resilience. The school uses resources such as a mud kitchen and sensory garden effectively.

The high-quality provision in the early years prepares children well for their next stage of education and beyond.

Pupils develop resilience and confidence through the strong personal, social and health education (PSHE) curriculum. Assemblies and whole-school events help pupils to increase their spiritual and cultural understanding well.

Pupils enjoy residential trips and school visits, such as to farms, Whipsnade Zoo and Wimbledon Tennis Championship. Pupils have many opportunities to develop their talents and interests. Sport plays a key role at the school.

Pupils appreciate the range of extra-curricular activities, such as tag rugby, football, music and arts events. Wider opportunities are still being developed by the school to enhance their provision even further.

A small number of pupils do not attend school as regularly as they should, particularly disadvantaged pupils.

This impacts on their access to the full range of opportunities at school and creates additional barriers to them achieving well. The school analyses attendance information appropriately and acts quickly to intervene, using a range of approaches. Attendance has shown some signs of recent improvement.

Parents and carers are incredibly supportive. They value the hard work and commitment of the whole school. Governors know and understand the school's strengths and areas for development.

They support staff with workload and well-being. Overall, the school is highly inclusive and welcoming. Staff, pupils and parents are happy.

One pupil summarised the thoughts of many, saying, 'Everyone works together, the school feels like a family'.

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, staff do not have the subject knowledge that they need to deliver the curriculum fully and effectively.

This means that a small proportion of pupils do not achieve as well as they could. The school should provide training so that staff have the expertise to teach every subject equally effectively. ? At times, staff do not check what pupils know and can do effectively.

This means that some pupils, in some subjects, do not learn as well as they could. The school needs to ensure that staff address pupils' errors and misconception precisely so that pupils consistently build their learning securely over time. ? Some pupils do not attend school as regularly as they should.

Despite some improvements, rates of absence are high for pupils from disadvantaged backgrounds. Consequently, some of these pupils do not achieve as well as they could. The school should continue to work closely with families and ensure that pupils at risk of missing school receive the support they need to attend school regularly.