Surlingham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this small village school are taught to value other people. They learn to appreciate and celebrate the differences between groups of people.

They treat each other with respect and graciousness.

Pupils learn well. They enjoy the curriculum that they receive.

They also enjoy extra-curricular opportunities, such as learning to play the ukulele and attending karate club.

Pupils talk very positively about their school. One pupil, summing up the views of many, said, 'I would give this school a million out of ten.'

Pupils are happy and are kind to each other. They understand what bullying is and say it does not happen at the school.
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Pupils and staff have good relationships.

Pupils are confident that 'trusted adults' will help them if they are worried or sad. Every parent who responded to Ofsted Parent View, Ofsted's online survey, said their children feel safe at school. They appreciate the school's nurturing and supportive approach, which enables their children to be successful.

Pupils behave very well, both in their lessons and at breaktimes. Lunchtimes are sociable occasions. Pupils and staff work together to ensure that there is a calm and purposeful atmosphere for everyone.

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

Leaders, trustees and governors have designed an ambitious curriculum for each subject. Curriculum plans make links between different subjects and identify what pupils need to know and remember. Leaders also ensure that teachers use assessment effectively across subjects to identify where pupils may need help or further support.

Leaders are constantly seeking to review and refine these systems, so that they can support pupils further. Leaders have established the same high-level curriculum in the early years. As a result, children have settled quickly and have the knowledge and skills they need to be ready for Year 1.

Children and pupils get off to a good start with learning to read. The daily phonics sessions are well planned and delivered by teachers to ensure that pupils quickly learn to recognise letters and sounds. Children and pupils are given lots of well-thought-through opportunities to practise blending sounds together to form words.

Books are carefully chosen so pupils can read using the sounds they know. Less confident readers are given effective extra support to help them catch up quickly.

Across subjects, leaders have thought carefully about what pupils need to learn and when.

They also ensure that staff are well trained to deliver the content of the curriculum. For example, in mathematics, leaders have made sure the curriculum fully meets the needs of the school's mixed-age classes. The curriculum is delivered by well-trained staff who make lessons engaging and interesting for pupils.

As a result, many pupils say mathematics is their favourite subject.

Leaders have adapted the curriculum where necessary. For example, in art, leaders know younger pupils missed the opportunity to work with clay when receiving remote education.

Therefore, as part of their current topic on the local area, leaders have adapted the curriculum to ensure that pupils get these opportunities to work with clay, inspired by the work of the artist Andy Goldsworthy.

Pupils with special educational needs and/or disabilities (SEND) access the same high-quality curriculum as their classmates. Teachers are well trained and adapt their plans to ensure the needs of pupils with SEND are met effectively.

Pupils enjoy school trips and taking part in clubs. They are proud the school council makes a difference. Pupils are taught about the school's core values of respect, responsibility, resilience and reach as part of personal, health, social and economic (PHSE) education.

They are confident when discussing these values and understand the need for school rules. However, not all pupils understand how what they are learning about in PHSE education relates to the important British values.

Parents are overwhelmingly positive about the school.

Responses to the Ofsted Parent View questionnaire reflect how satisfied parents are with all aspects of life at school for their children. The majority of parents who responded to the questionnaire would recommend the school to other parents.

Leaders from the Sapientia Education Trust and local governors are very well informed about the school's priorities.

They carefully check leaders' actions are effective in improving the quality of education for all pupils. The trust ensures leaders meet regularly to share knowledge and expertise. They provide regular professional development and training for all staff which is closely aligned to the school's improvement plan.

Staff appreciate these opportunities to help them carry out their roles effectively.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding across the school.

Staff are vigilant. Staff are well informed about safeguarding and receive regular safeguarding training. They are alert to the signs of potential abuse.

Leaders have adopted systems for reporting and reviewing safeguarding concerns that are efficient. Governors carry out their statutory duties diligently.

Pupils learn what to do to keep themselves and others safe, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not understand what British values are. As a result, they are not understanding how what they are learning about in PHSE education relates to the important British values. Leaders should ensure these links are more explicit so pupils can apply their knowledge to confidently discuss British values so they are even more prepared for life in modern Britain.