Summerfield Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

This is a friendly and welcoming school. Relationships between pupils and staff are respectful and positive. The atmosphere is calm and caring.

Pupils enjoy school. They benefit from learning in a caring, safe environment. Pupils with special educational needs and/or disabilities (SEND) are well supported by skilled staff.
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The curriculum is broad and ambitious. The school is aspirational for all pupils to be enthusiastic learners. However, some aspects of the curriculum are in the early stages of implementation.

In mathematics, pupils do not get enough opportunities to practise their learning. The persistent absence of some pupils has a negative impact on their education.

Pupils talk enthusiastically about their learning and the kindness of staff.

They appreciate that staff are helpful. They know that if they are worried or anxious, staff are there to help them. Pupils feel safe and behave well.

Pupils say that staff deal with incidents of poor behaviour effectively.

Pupils enjoy a variety of school clubs and activities. These include martial arts, science, art, cookery, choir and girls' football.

Pupils hold positions of responsibility as members of the school council and librarians. They are proud of their participation in the Leeds Bear Hunt, where they raised money for Leeds Hospitals Charity.

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

Leaders have redesigned the curriculum.

Their passion to provide pupils with an inspirational curriculum is being realised. It is carefully sequenced from the early years to Year 6. Curriculum content builds pupils' knowledge and skills over time.

Learning links to pupils' own experiences and the local area. Children in the early years develop essential knowledge and skills for later learning. Over time, pupils revisit and recall their prior learning.

However, in mathematics, pupils have insufficient opportunities to practise their learning. This means that some pupils find it difficult to confidently recall and use their previous knowledge and skills to solve problems.

There is a structured and consistent approach to teaching phonics.

Staff teach phonics well. Children learn phonics from the beginning of the Reception Year. There is a strong focus on making sure that pupils learn to read as soon as possible.

Leaders often check the progress that pupils make. Pupils who need more help with reading, including those with SEND, receive timely support. They benefit from extra phonics sessions and one-to-one tutoring when needed.

The school makes reading a priority. From the early years, staff use stories to help children understand important issues, such as relationships and diversity. Pupils enjoy the wide range of books that are available to them in school.

A new approach to the teaching of reading beyond phonics is having a positive impact. This approach is in the early stages of implementation.

The needs of pupils with SEND are quickly identified and well supported.

Leaders work closely with external professionals to meet pupils' needs well. Staff make suitable adaptations to learning. They make sure that pupils with SEND can access the curriculum alongside their peers.

Leaders check the small steps pupils make with their learning and personal development. When needed, pupils with SEND receive additional teaching that is tailored to their specific needs.

Attendance is a high priority for the school.

Too many pupils are persistently absent. Leaders are not complacent. There are rigorous procedures in place to address pupils' absence.

Leaders promote the importance of regular attendance to parents and carers. The school has clear policies and information to explain the negative impact of absence on pupils' education. Nevertheless, too many families choose to take their children out of school for holidays during term time.

These pupils miss essential learning.

Children in the early years make a good start to their education. There is a strong focus on developing children's communication, language and interaction skills.

Children enjoy an environment that is rich with learning opportunities.

There is a suitable curriculum to enrich pupils' wider development. Aspects to promote pupils' personal development are woven through the curriculum.

Pupils learn how to stay safe, including online. They learn about the importance of equality and respect for others. They develop their awareness and appreciation of different faiths and cultures.

Pupils receive appropriate relationships and sex education and health education. They learn about the importance of good mental health and physical health. There is a range of enrichment activities.

These opportunities are accessible to all pupils. Pupils take part in trips to museums, nature reserves and sporting competitions. They relish residential experiences in which they can participate in outdoor learning activities and develop life skills.

Staff enjoy working at the school. Morale is high. Staff appreciate the support provided by leaders for their welfare and workload.

They receive suitable training and support to fulfil their roles effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils do not have sufficient opportunities to practise new and previous learning in mathematics.

They need more opportunities to develop fluency in the mathematics they have studied in order to use this effectively in later learning. Leaders should ensure that pupils have sufficient opportunities to practise the mathematics they are learning, both when they first learn new knowledge and skills, and later. ? Too many pupils are persistently absent from school.

They miss essential learning, which has a detrimental impact on their education. Leaders should continue to ensure that parents understand that persistent absence can have a negative impact upon their children, both educationally and socially.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in June 2018.

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