Summerbridge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders want the best for pupils at this small village school.

The school has a caring ethos where pupils are taught to develop skills and knowledge to maximise their potential. Pupils are familiar with the 'CHAMPs code' which focuses on different themes such as making the most of mistakes. Positive relationships between staff and pupils are evident throughout the school.

Pupils feel safe, happy and well cared for.

Pupils behave well in lessons and around the school. They concentrate and do not interrupt the learning of others.

They are well mannered and considerate. Bullying is very rare; leaders' records and discussions with pupils confirm this. Pu...pils are confident that adults support them, and they know who to go to for help if they have any worries.

The school provides many opportunities for pupils. The wide range of activities at the after-school club appeal to their different interests. Leaders are proactive in developing cultural capital in their pupils.

A wide range of experiences, such as residential trips to Manchester and London and visits to the theatre in Harrogate, are gleefully anticipated by pupils.

Parents are very positive about this school. They appreciate the ambition of leaders and the high expectations that teachers place on each child.

A typical view was, 'My child really enjoys the lessons and regularly comes home with positive stories about learning they have enjoyed.'

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

Leaders provide a well-balanced curriculum. Pupils are actively engaged in the ambitious learning opportunities provided for them.

This prepares them well for the future. The school organises its curriculum to meet the needs of all pupils. Leaders have set out the knowledge and skills that pupils should develop at each point in their education.

Subjects are structured to ensure that pupils develop new knowledge and skills step by step. However, teachers do not always meticulously ensure that their choices of activity closely match the purpose of the lesson. This means that pupils do not develop robust knowledge and understanding in all lessons.

Leaders place a high priority on the teaching of reading. Staff have been recently trained in the delivery of leaders' chosen approach for the teaching of early reading and phonics. The daily phonics input is delivered with precision.

As a result, for most pupils, reading is taught well. However, there is still inconsistency in the phonics strategies used to support individual pupils who struggle with unfamiliar words. Some pupils are guided towards strategies that do not align with the school's chosen phonics approach.

Teachers promote a love of reading. They share their enthusiasm for books with their pupils. Reading areas, including the library, are enticing and well used.

Shared stories captivate pupils' interest. As a result, pupils read widely and often.

In Reception and Nursery, children listen closely to adults and master new letters and sounds correctly.

Children use their phonics knowledge well to read simple sentences. Leaders have thought carefully about the content of the early years curriculum. Children enjoy their learning and concentrate well.

They are developing their knowledge, understanding and skills across all areas of learning.

The mathematics curriculum is demanding and well ordered. Units of work are precisely designed so that pupils learn the most important knowledge and then build on this step by step in future learning.

These are planned with expertise and successfully enable pupils to learn more and remember more in their mixed-age classes. Teachers are confident in their subject knowledge. They are ably supported by the mathematics lead.

They use accurate assessments to identify what pupils need to do next. Pupils have plenty of time to consolidate and deepen what they have learned through regular practice.

The leadership of special educational needs is strong.

Leaders and teachers make sure that the needs of pupils with special educational needs and/or disabilities (SEND) are met. Well-targeted support enables pupils with SEND to know, remember and do more. Teachers use information from their well-chosen assessments to ensure that these pupils achieve well over time.

Leaders have strong systems in place to manage pupils' behaviour. Staff follow these precisely. As a result, pupils behave well and are highly attentive in lessons.

Extra-curricular activities are well planned to develop pupils' wider experiences. Leaders ensure that all pupils, including those who are potentially disadvantaged, have opportunities to take part in an extensive range of activities throughout their time in school. The school's intent in this area is ambitious.

For example, there is a comprehensive set of experiences that it is anticipated every child will encounter during their time in school.

The headteacher pays attention to staff's workload. He manages this carefully.

Staff are overwhelmingly positive about the school. They enjoy working here. Staff feel valued and say that leaders are considerate of their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders act decisively when dealing with any concerns. They know when to seek help and guidance from other professionals.

This ensures that pupils and their families receive timely and appropriate support. Staff's recruitment is well organised, and all necessary recruitment checks are carried out. Leaders know their pupils well.

Staff are alert to the potential signs of abuse. They act swiftly to ensure that any concerns are passed on quickly. Pupils have trusted adults to whom they can go with any worries or concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff are new to leaders' chosen approach for the teaching of phonics in school. There is still some inconsistency in the way that pupils are supported. Leaders should ensure that all staff who teach early reading have regular opportunities to update and refresh their knowledge.

This will enable all pupils to be supported with the same rigour. ? Leaders should build on the success of their recent, revised curriculum introduction by ensuring that all subject leaders have the skills and the opportunity to monitor effectively. This will enable them to check on how effectively staff are designing lessons that precisely match their learning intentions and to provide staff with additional guidance where appropriate.