Stapeley Broad Lane CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud to attend this school. They know the importance of being 'ready, respectful, kind and safe'.

This is the 'Stapeley Way', which guides the exceptional manner in which pupils conduct themselves in all that they do. Pupils happily greet visitors. They are extremely polite and courteous to staff and one another.

The school has high expectations of pupils. This includes for pupils with special educational needs and/or disabilities (SEND). In turn, pupils achieve well and they are prepared for the next stage of their education.

Pupils' behaviour is exemplary. In lessons, they are highly attentive when listening to their teachers. Pupils try th...eir best and take great pride in their work.

They listen carefully to one another. This includes when other pupils share ideas that are different to their own. Pupils accept and celebrate the things that make them the same and different.

Pupils benefit from a wide range of leadership opportunities. Members of the school council enjoy organising special events. The school listens to, and acts upon, its suggestions, for example holding events to raise money for charity.

Members of the friendship council help younger pupils to play games at breaktime. These roles help pupils to develop confidence and a strong moral compass.

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

The school prioritises early reading and phonics.

In the Nursery class, children love to join in with stories that they know. The phonics programme begins in the Reception class. Children quickly learn the sounds and letters that they need to know to start to read.

As pupils move through key stage 1, they become more confident readers. Those pupils that need help to keep up with the phonics programme are supported by well-trained staff. By the end of key stage 2, pupils are competent readers who enjoy discussing a diverse range of books and authors.

The school has made considerable improvements to the curriculum. It is broad and ambitious. In the main, the curriculum is well designed.

The school has identified the most important knowledge that pupils should learn. The subject curriculums have been tailored so that meaningful connections are made to the local town. This sparks pupils' interest in what they are learning.

Staff regularly check how well pupils remember and understand new knowledge. They use this information to adjust future lessons. In most subjects, pupils learn well.

However, in a small number of subjects, the school has not clearly defined the key knowledge and skills that pupils must know. This means that staff do not have all of the information that they need to help pupils to learn as well as they could. This includes some aspects of the curriculum in early years.

The school identifies pupils' additional needs effectively. Pupils with SEND benefit from the support offered by knowledgeable staff. This helps pupils to learn successfully alongside their classmates.

Pupils with SEND progress well through the curriculum.

The school's work on pupils' personal development is exceptional. The curriculum for personal, social, health and economic education curriculum enables pupils to know how to keep safe and stay healthy.

They can talk about fundamental British values and how these relate to their own lives. The school greatly values music. All pupils are given the opportunity to learn an instrument in key stage 2 and many choose to join one of the school's rock bands.

Clubs and visits, such as the recent whole school visit to the theatre, give pupils the opportunity to experience the arts. Pupils of all ages delight in taking part in the annual whole-school summer production. In addition, pupils enjoy the opportunity to go on four residential visits throughout key stage 2.

They recognise the value of such visits, for example helping them to develop independence and friendships.

The school has very high expectations of behaviour. Children in the early years quickly settle into the routines of school.

Pupil of all ages behave exceptionally well around school and at playtime and lunchtime. Older pupils demonstrate a maturity beyond their years. They are sensible and act as excellent role models for younger pupils.

Attendance is prioritised and pupils attend well. The school takes prompt action to support the small number of pupils and their families who need to attend better.

The local governing board knows the school well.

It works closely with the trustees and all of those involved with the governance of the school. The school has already benefitted from joining the trust. For example, pupils who need additional support and their families, now have access to a family liaison officer.

Staff appreciate the high regard given to their well-being and workload. As a result of this, staff feel valued.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, including in the early years, the essential learning is not as clearly defined as it is in other areas of the curriculum. At times, this limits how well some pupils learn in these subjects. The school should ensure that all subject curriculums identify the key knowledge and skills that pupils need to improve their learning.