St. Mary’s Church of England Primary School, Edwinstowe

Highlights from Latest Inspection

What is it like to attend this school?

Pupils speak proudly about their school. They are full of praise for the interesting lessons and the care that they receive from staff.

Many pupils shared examples of when staff 'always listen' and 'sort things out' on the rare occasions that help is needed. Pupils say that this helps them to feel safe and secure in school.

Pupils are enthusiastic learners who are motivated and achieve well.

Their positive attitudes to learning are reflected in their good behaviour in lessons and around school. Children in the early years settle quickly into the expected routines. They are well placed to succeed, because staff have designed a well-planned curriculum that prov...ides a secure foundation for Year 1 and beyond.

Parents and carers typically appreciate the 'strong sense of community' in this small, vibrant school. Many also praise the school's 'caring and respectful culture', which they say enables their children to 'thrive'.

Pupils benefit from the school's idyllic location on the edge of Sherwood Forest.

The outdoor areas have been purposefully designed to make the most of the natural environment. This aspect of the school's provision supports pupils' physical and mental health and well-being very well.

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

The school has responded successfully to the recommendations from the last inspection.

The curriculum has been rewritten so that it contains the important knowledge and skills that pupils should learn, and when. The curriculum now reflects the school's ambition for all pupils to achieve as highly as possible, and to know and remember more as they progress through the school. This significant work is now complete across all subjects.

There has also been a review of how staff check pupils' progress through the curriculum. The revised system enables staff to have a sharper overview of how well pupils are doing, so that they can adapt their teaching accordingly. This benefits all pupils, and especially pupils with special educational needs and/or disabilities (SEND).

The school is ambitious for pupils with SEND to receive effective support and achieve the best possible outcomes.

The school is currently partway through teaching the new, two-year curriculum cycle. For the most part, this is having a positive impact on pupils' knowledge and skills.

However, there are some inconsistencies in how well the curriculum is being delivered across the school. Occasionally, when activities are not precisely matched to pupils' needs or where teachers' subject knowledge is less strong, pupils lose focus in lessons. This can affect their behaviour and hinder the pace of learning.

Elsewhere, pupils demonstrate strong focus and attention in lessons. For example, in mathematics and French, pupils confidently apply what they know to new concepts. In a key stage 2 art activity, pupils were engrossed in perfecting their drawing techniques in the style of a famous artist.

Reading is a high priority for the school. There is currently a heightened focus on encouraging a love of reading and books. To that end, the school's library area and the class book corners are being restocked and refurbished.

There is a systematic approach to early reading and phonics, which begins with the youngest children. By the end of Year 2, all pupils develop a secure foundation in reading and are well prepared for key stage 2.

The early years provision is a key strength of the school.

The curriculum has been carefully designed to promote children's development across all areas of learning. Staff work as an effective team; they skilfully prioritise children's language skills and their personal development. Children are very well prepared for their next steps in key stage 1.

The school keeps a close track of pupils' attendance. There is an analysis of absence trends for all groups of pupils. Overall absence is typically low; however, the school is aware of the small number of pupils who are frequently absent.

This is due to a range of factors, such as medical needs or unauthorised term-time holidays. The school is currently reviewing and strengthening its approach to handling persistent absence.

The school promotes pupils' broader personal development well.

There are a range of popular extra-curricular and other enrichment opportunities that nurture pupils' talents and interests. Pupils have a mature understanding of the importance of respect and equality. They are well prepared as young citizens.

All those who are responsible for governance fulfil their roles effectively. They bring a good balance of support and challenge to the school. Staff praise the new leadership and the consideration shown for their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The implementation of the revised curriculum is not consistently strong in all parts of the school. Occasionally, teachers' explanations are not clear enough, and the work given does not enable pupils to understand and learn the curriculum.

Consequently, pupils' behaviour sometimes becomes unsettled, and they lose focus or become confused about the purpose of the activities. On those occasions, pupils do not develop the detailed knowledge and skills they need. The school should ensure that the revised curriculum is implemented securely and consistently across the school, so that all pupils know and remember more over time.