Studlands Rise First School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time in this school, where they are safe, have fun and learn well.

Pupils have warm and respectful relationships with everyone in the school. Pupils are considerate. They share a sense of kindness throughout the school.

At social times, pupils play together nicely and share the equipment provided for them. This echoes the school rules of 'kind hands, feet and words' and 'look after the school and belongings'.

Adults encourage pupils to work hard.

This motivates pupils to 'try their best'. Pupils are proud of their contributions to school life. They help create the rules and see the importance of following them well.

Pupils... behave well. Learning environments are calm. Pupils have a clear understanding of diversity and this is reflected in their respect for each other.

This starts exceptionally well in the early years.

Pupils develop 'life' skills. They value the range of opportunities to broaden their horizons and extend their interests.

Older pupils enjoy the opportunities they have to help younger pupils at lunchtime. Pupils particularly enjoy receiving praise and acknowledgement for making the right choices in their learning and behaviour.

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

The school has developed a well organised, ambitious, and broad curriculum.

It has arranged the knowledge and skills that pupils learn in a logical manner to ensure learning builds upon what pupils have learned before.

Staff are confident in teaching the curriculum and have secure subject knowledge. Teachers model the correct use of subject-specific vocabulary well.

Teachers use questioning effectively to check pupils' understanding and address any errors. At times, pupils finish their learning and staff do not address this quickly enough. When this happens, pupils do not make the progress that they could because they are not moved on swiftly enough to new learning.

The curriculum begins in the early years. Here, children learn the skills and knowledge that they need to be successful as they move through the school. There is a sharp focus on learning vocabulary.

Highly skilled early years staff take every opportunity to develop children's communication and listening skills so that children have full access to the rest of the curriculum. This contributes towards children being well prepared for Year 1.

The school gives reading and phonics a high priority.

From the early years onwards, staff teach phonics consistently well. Children in the Reception class enjoy their phonics sessions and demonstrate confidence in reading and tackling new words. Exceptionally skilled staff ensure that pupils who are falling behind receive tailored sessions that help them to catch up and keep up.

Staff bring books to life for pupils. They share their joy through expressive reading out loud. Pupils are inspired to pick up a book and read.

Staff help pupils to dig deep into how a text is put together. Pupils then use this knowledge to aid their writing.

The school has high expectations for pupils with special educational needs and/or disabilities (SEND).

There is a strong focus for this group of pupils to learn to work independently. From the very start, staff are swift to spot pupils' additional needs. They use this knowledge well to put the right support in place throughout all areas of learning.

Pupils with SEND are as engaged and active learners as their peers. They achieve well. The school sustains this strong focus on ensuring that staff know and meet pupils' needs throughout the school.

Pupils are respectful and friendly. The school values teamwork and this is promoted throughout the school. There are clear routines and boundaries in place.

Pupils behave well in lessons. The school takes effective action to promote positive attendance. These have helped to improve attendance and punctuality.

The school has implemented a programme which supports pupil development, including relationships and sex education and personal, social, health and economics education (PSHE). As a result, pupils know how to eat well to be healthy and understand differences.

The school provide well-planned opportunities for pupils to become active citizens.

There are a range of clubs that take place at the school. This includes clubs for sports, music and arts. Some of the older children take on responsibilities such as the 'Sport Crew', where they act as games leaders for younger children at lunchtime.

Positive choices and achievements are celebrated are celebrated in whole-school assembly, which pupils appreciate.

The governing body offers effective challenge and support to school leaders. Governors have the expertise needed to do this.

Governors take account of staff well-being, including that of school leaders. Staff enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, staff do not tune in to when pupils have finished what they are learning and are ready for the next steps in what they need to know. Teachers do not always respond quickly enough when pupils are ready for additional knowledge or an opportunity to practise what they know. The school should ensure that all staff are equipped to adapt learning in a way that supports all pupils progress through the curriculum.

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