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Streetsbrook Infant and Early Years Academy is a school where pupils thrive.
They thoroughly enjoy attending and speak proudly of their school and their work. There are high expectations for all, and pupils relish doing their very best.
Pupils feel safe.
They know that adults in school care for them and that there is always a trusted member of staff to talk to. Pupils also take care of each other.
Pupils behave very well in lessons and around school.
They say, 'We are always respectful.' Pupils know what bullying is. If it does happen, adults quickly sort it out.
Pupils, including those with special educational needs and/or disabili...ties (SEND), work and play cooperatively together. They recognise and understand difference and celebrate their own and others' successes. They are taught values and reflect these in their understanding of how the world works.
Pupils enthusiastically take on responsibilities and develop independence. Pupils elect representatives to the school council and have a voice across the school. They are listened to and valued.
Parents and carers are overwhelmingly supportive of the school and really appreciate all that it gives their children.
What does the school do well and what does it need to do better?
Leaders and staff are passionate about ensuring that every pupil leaves their school 'life ready'. There is a sharp focus on pupils' personal development.
For example, children in Nursery are well prepared for swimming lessons before they start them. Pupils in Year 2 perform their Christmas nativity at a local theatre. Parents are invited in to talk about the world of work.
Pupils learn about democracy and apply this to their own lives. As a result, pupils are very well prepared for life in modern Britain.
From the beginning of Nursery, children learn routines and teachers' expectations.
They listen carefully, follow instructions and play collaboratively together. In Reception, children use their independence skills to photograph their own work. They upload the images to an online platform for their teachers to see.
They practise their mathematics, for example by learning 'what is four and what is not four'. This learning is supported by skilful adult questioning and, where needed, adaptation.
In early years, children listen to sounds in the environment.
They begin to learn that letters represent sounds. This prepares them to begin learning to read. Leaders have recently introduced a new phonics scheme.
They have ensured that all staff are trained to deliver it. However, the scheme is not yet embedded. As a result, there are some inconsistencies in the way in which some pupils are being taught to read.
Pupils learning to read are regularly assessed. Leaders identify those who are falling behind. However, they do not focus precisely enough on how these pupils are supported to catch up.
Across the wider curriculum, leaders have identified precisely what they want pupils to learn and when they want pupils to learn it. Teachers ensure that pupils regularly revisit important knowledge so that they can build on what they know over time. For example, in computing, pupils start every lesson with an e-safety scenario.
As a result, they develop their understanding of how to keep themselves safe when online. Leaders ensure that pupils are regularly assessed so that teachers can identify their next steps of learning.
Pupils are incredibly proud of their learning.
They know that what they are learning now will help them in the future. They are keen to show that they are 'persevering parrots' and 'reflective rhinos'. They know that these, and other learning characteristics, will help them to succeed in school and beyond.
Pupils with SEND are very well supported to access the same learning as their classmates. Their needs are swiftly and accurately identified, and effective additional support is put in place, where needed. For example, staff expertly use a sensory room and resources to develop pupils' mobility.
Here, as across the school, pupils enthusiastically champion each other and celebrate their own and others' success.
Pupils' behaviour is exemplary. While there is a buzz of enthusiasm across school, pupils show the utmost respect for staff and each other, including when learning.
Pupils are polite and helpful. They delighted in talking to inspectors and sharing their pride in their school.
Staff are proud to work at Streetsbrook.
They know that leaders and governors are mindful of their well-being. There have been some unavoidable staffing changes recently. Leaders have managed these changes well in order to ensure limited impact on pupils and their families.
Parents appreciate this. One parent summed up the views of many by saying that this is, 'the ultimate example of a fully inclusive environment in which all children flourish'.
Safeguarding
The arrangements for safeguarding are effective.
Leaders and staff put the pupils and their families at the heart of everything they do.
Staff are well trained. They keep a careful eye on pupils and families.
They use agreed systems in school to report any concerns. Leaders robustly follow up these concerns. Leaders engage fully with external support, when needed, to ensure that pupils are safe and well cared for.
Pupils are taught how to keep themselves safe through the curriculum, including when online. Pupils also have a voice in safeguarding in school and take on responsibilities to ensure that they and their friends are safe from harm.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There is some variability in the way that phonics is delivered.
This means that some pupils are not benefiting from a consistent approach to how they are taught phonics. Leaders should ensure that staff use the training they have had to deliver the phonics scheme consistently well in order to achieve the intended outcomes for pupils. ? Leaders have not ensured that some pupils who are falling behind with reading always receive the right support at the right time.
As a result, some pupils who are learning to read do not consistently receive the precisely targeted teaching that they need. This slows their learning and hampers them from catching up quickly. Leaders should make sure that there is sufficient focus on ensuring that pupils who are falling behind with reading receive high-quality support and are able to catch up quickly.
