Steeton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Steeton Primary School receive the academic and pastoral support they need to thrive. They rise to the very high expectations the school has for them.

Staff are ambitious for every pupil. Pupils, including those with special educational needs and/or disabilities (SEND) achieve well.

The school's vision to provide a warm, nurturing place to learn is realised.

Relationships between staff and pupils are extremely positive and supportive. Pupils know that staff care for them. Staff ensure pupils' individual needs are known and met.

Pupils know what is expected of them and they want to do their best. This starts in the early years where children... share with their friends and follow instructions carefully. The school is calm and orderly.

This makes a positive atmosphere for learning. Pupils enjoy their learning. They are exceptionally proud of their welcoming, inclusive school.

Pupils who hold leadership roles make an important contribution. The 'Steeton Voice Panel' represent their peers well. They ensure pupil voice is heard.

Pupils have helped to review lunchtimes and implemented their own ideas. Older pupils set a positive example for their younger peers. The 'buddy' system provides pupils with additional opportunities to demonstrate this.

For example, Year 6 pupils accompany their early years 'buddies' to the local bookstore to choose a selection of new books for school.

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

The 'pupil offer' is a strength of the school and an integral part of its personal development provision. Pupils, without exception, access a wide range of carefully chosen opportunities including clubs, visits and visitors.

The school ensures these experiences not only broaden pupils' understanding of the locality and the wider world, but link intrinsically to the curriculum to reinforce learning.

Pupils come from a diverse range of cultural backgrounds. Many join the school new to the country.

This diversity is respected and valued by all. Pupils have a mature understanding of equality and respect. They develop the confidence to speak about their own religion and cultures, as well as any additional support they may need.

This is due to the inclusive ethos that runs through the school. Pupils are prepared well for their future and for life in modern Britain.

An enjoyment of reading permeates the whole school.

Pupils view reading as an enjoyable and important part of their day. They know why learning to read is important. They relish opportunities to choose their own books and have the time to explore texts from a wide and varied selection.

Reflecting the views of many, one pupil commented that reading 'makes you want to jump inside the book and imagine what it's like to be there.'

Pupils at the earliest stages of learning to read are supported by well-trained adults. Pupils understand the well-established routines that form part of these sessions.

This ensures they spend the maximum amount of time practising and learning letters and the sounds they represent. Pupils with gaps in their phonic knowledge are quickly identified.These pupils access the additional support they need to quickly catch up.

This includes older pupils who may have recently joined the school.

The curriculum is highly ambitious across all subject areas. The school has designed a thoughtfully sequenced curriculum, starting in the early years.

This not only meets the bespoke needs of the pupils at this school, but it also ensures they leave school with a rich knowledge of the subjects they study. The school is insightful in its regular review of the curriculum and the impact it is having on pupils' learning.

The development of pupils' language underpins the school's curriculum offer.

In each subject pupils learn specific vocabulary so that they can discuss and make sense of what they are learning. Teachers understand how to teach and deliver the curriculum effectively. However, at times, in the early years, teaching opportunities in the learning environment do not meet the aims of the ambitious curriculum.

On occasion, activity choices do not provide children with the opportunities they need to apply what they know and can do to more complex tasks.

The provision for pupils with SEND is a strength of the school. Systems to identify and support pupils' needs are robust.

The universal offer for all pupils, which includes adapatations to the classroom environment and the resources pupils use, ensures pupils with SEND learn seamlessly alongside their peers. This includes pupils with SEND in the early years. Pupils who need additional help, including to manage their emotions, receive it.

The school recognises that for some pupils, managing their own feelings and behaviour takes time and requires more individualised support.

Raising attendance remains an ongoing priority. Attendance is improving, however a small group of pupils continue to miss too much important learning.

The school is relentless in its drive to improve this. At the heart of the school's approach is an unwavering desire to provide pupils and their families with the support they need.

The school is focused on continuous improvement.

Governors work closely with leaders to uphold the high standards in place. They have a thorough understanding of the school and the community. The school creates a positive working environment where staff are valued.

There is an ongoing commitment to developing staff professionally, while at the same time considering their well-being. Parents and carers, pupils and staff are rightly proud of their school and the quality of education on offer.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, learning activities for the youngest children, do not provide them with the opportunities they need to apply what they know and can do to more complex tasks. This means that children's learning does not move on and develop as quickly and effectively as it could. The school should ensure that all staff have the knowledge that they need to provide learning opportunities which allow the youngest children to develop, practise and learn new knowledge through activities which meet their needs.

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