St Michael’s Easthampstead Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are positive and enthusiastic about their time in school.

They enjoy learning within and beyond the classroom. Pupils connect their learning with life outside of school. For example, by role playing in the school's 'French café' or taking part in a workshop about life in the Stone Age.

In class, pupils focus well. They understand the school's expectations of how they should behave. Their achievements are recognised and celebrated, such as in assemblies or with postcards home.

Older pupils act as 'buddies' for children in the early years. This helps to create a caring and welcoming ethos throughout the school. Pupils feel confident that there is always ...someone they can turn to if they are worried.

The school has undergone a number of significant changes in the last two years. These include a more consistent approach to behaviour, changes to the curriculum, and greater opportunities for pupils' wider development. All of these have led to a raising of expectations for what pupils can achieve here.

As a result, pupils are prepared well for the next stage in their learning. Pupils with special educational needs and/or disabilities (SEND) benefit strongly from the support that the school offers.

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

Reading is at the heart of the school's ongoing improvements.

From the outset of the Reception Year, children begin reading and listening to stories frequently. Weaker readers become more confident thanks to the support the school provides. Pupils with SEND benefit strongly from the consistency of the phonics provision.

As pupils' reading develops, this provides them with a secure foundation for future learning across the curriculum.

The school's curriculum sets out an organised sequence for learning in each subject. In reading and mathematics, programmes of learning are firmly established.

Pupils revisit important knowledge and build on their understanding over time. In some other subjects, previous weaknesses in the curriculum have led to older pupils having gaps in their understanding. The school has not identified and addressed these fully.

This means that pupils sometimes find it difficult to access the tasks set and to deepen their knowledge as well as they could.Teachers explain topics well. They break complex ideas down into smaller chunks, such as when explaining the orbit of the earth around the sun.

Pupils use resources that help them with important ideas, for example when working on number and measurement in mathematics. Tasks are focused on what pupils need to know next. In most instances, teachers check that pupils have understood the intended learning from these tasks.

This helps pupils to develop their knowledge effectively. However, in some subjects, teachers do not check pupils' understanding with sufficient rigour. As a result, the learning of some pupils is not as secure as it could be.

The school uses assessment information purposefully, especially in English and mathematics. This helps staff to identify pupils with SEND, and to understand how best to support them. Pupils with SEND benefit from a bespoke curriculum and having their needs met well.

Consequently, they achieve well, as reflected in published outcome data.

The school's work on attendance is highly effective, particularly for disadvantaged pupils. Staff consistently reinforce the importance of attending well.

The school works sensitively with parents and carers to understand and address the causes of absence. As a result, persistent absence is low, and pupils benefit from the increased learning that comes with higher attendance. Pupils report that the school's approach to behaviour is fair and consistent.

If pupils find it hard to make the right choices, the school provides effective support. As a consequence, learning is not interrupted by disruptive behaviour.

Pupils take time for contemplation, both of the school's core values, and of their own thoughts and feelings.

The school provides opportunities to explore and discuss current affairs. This helps pupils to develop an awareness and understanding of different perspectives. Children in the early years learn about what positive friendships and relationships look like.

Through key stage 1 and 2, the school's personal, social and health education programme fosters a culture of respect amongst pupils. Older pupils enjoy the leadership roles that the school provides for them. This helps them to feel that their views are heard and understood by staff.

Leaders and governors have prioritised making high-impact changes within the school. They have created an open culture, in which staff and parents are engaged in the school's development. Workshops for parents help them to understand how to talk with their child about screen time or anxiety issues.

The school continues to provide staff with purposeful professional learning. This helps to strengthen teachers' delivery of the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Weaknesses in previous curriculums mean that some pupils in key stage 2 have not securely embedded aspects of their previous learning. This makes it difficult for these pupils to access the tasks set. The school should ensure that, as the new foundation subject curriculum is embedded, gaps in understanding for older pupils continue to close swiftly and fully.

• The school has not made sure that all teachers are systematic about checking that pupils understand the intended learning in each task or activity. As a result, the learning of some pupils is not as secure as it could be. The school should make sure that all staff have the necessary expertise to check for and address misconceptions as pupils are learning.

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