Swallowdale Primary School and Community Centre

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive and ambitious school. This is exemplified through their school motto, 'together we fly high'.

Expectations are high, both academically and personally, particularly for those with a special educational need and/or disability (SEND). There are many opportunities for pupils to develop a range of skills, such as gardening, cooking and cheerleading. Pupils enjoy having responsibilities.

They make decisions in the school council to improve their school.

Pupils behave well. They are respectful of one another.

One pupil said: 'You are taught to think before you speak. As a consequence, boys and girls are respectful to each other.' The sc...hool is a calm place.

There are well-established routines at lunchtimes and playtimes with organised activities. Pupils learn at an early stage the importance of rules through the school's values, 'be prepared, be safe, be respectful'. Pupils say they feel safe.

They state bullying is rare and should it happen teachers will deal with it.

There has been a focus recently to ensure the curriculum covers the history of the local community. This has further engaged pupils in their learning.

One parent said: 'My children come home excited about what they have learned each day.'

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

Pupils enjoy reading. The school provides many opportunities to develop an enthusiasm to read.

Initiatives such as the 'Wise Owl' reading at home awards in key stage 1 and the reading bus out on the playground help to promote the importance of reading. One parent stated: 'My child has read so many books I can't keep count.' There is a well-established approach to teaching pupils to read.

Skilful staff quickly identify if pupils fall behind. They receive swift support to ensure they catch up. There are a wide variety of books to support learning in the wider curriculum.

These challenge stereotypes and promote diversity. Pupils enjoy the dedicated reading time they get, where adults bring books to life.

The curriculum is well planned and sequenced.

In those well-established subjects the curriculum is ambitious. However, in some subjects, specific knowledge is not as precise. Some teachers lack subject knowledge to teach these subjects as well as others.

Teachers make regular checks on what pupils know and remember. There are deliberate connections made with previous learning to help pupils remember. Leaders have considered how learning links from the early years foundation stage (EYFS) and through into key stage 3.

In the EYFS, children settle quickly into the routines of the school day. High expectations are set of how children should behave and what they can achieve. The curriculum is thoroughly planned.

Much thought goes into meaningful activities, which engage and enthuse learners. Rigorous assessments ensure that activities are designed to meet the needs of all pupils. Children learn to communicate well with each other.

Adults model language effectively. Thoughtful questioning challenges children and focuses learning. Effective use of puppets and jigsaw figures help model positive behaviours.

Expectations for pupils with SEND to achieve are high. These pupils feel well supported and enjoy school. One pupil said: 'I like the lessons because they make me happy and I can learn.'

Tailored plans provide teachers, and teaching assistants, with the knowledge they need to support effectively. The use of extra resources ensures these pupils take part fully in lessons.

Staff have high expectations for pupils' behaviour.

Pupils understand and appreciate the rewards and sanctions system in school. They believe it is reasonable. One astute pupil stated: 'Sometimes some people think it's unfair that others get more help with their behaviour.

But it is fair as they need more help.' Leaders move quickly to seek external support should pupils need extra help to behave well. Pupils play well together.

There are a range of activities for pupils to do at breaktimes, many organised by the pupils themselves.

There is a strong emphasis on promoting pupils' well-being. Considerable effort goes into supporting pupils with their mental health.

There is regular use of counsellors. Learning about mental health weaves throughout the curriculum. The use of talk boxes and happy boxes provide opportunities for pupils to share their worries and feelings.

Teachers check these regularly and provide support where necessary. Values ambassadors promote the school's values and reward those who demonstrate them. Pupils engage in discussions exploring concepts, such as whether money makes you happy.

The school is well led. Leaders know what they need to do to improve the school and there are clear plans in place. However, checks about the implementation and the impact of the curriculum on pupils' learning are not drawing on a broad range of evidence.

This means that in some subjects there is an inconsistency of approach. Governors understand their roles and responsibilities. Staff appreciate the efforts made by leaders to reduce workload.

Safeguarding

The arrangements for safeguarding are effective.

The safeguarding of pupils is an absolute priority for all staff. They are vigilant to signs of abuse.

Recording systems ensure leaders are knowledgeable about pupils' needs and that they seek appropriate external support where necessary. Leaders are tenacious to ensure they get this support. The school makes the necessary checks, so that only appropriate adults work in school.

Pupils say they feel safe. One pupil stated that learning about how to keep themselves safe was the school's 'number one priority'. They learn how to keep themselves safe online.

Bullying is not tolerated.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are detailed plans in all subjects, which make clear the substantive knowledge teachers need to deliver during lessons. However, in some subjects the disciplinary knowledge is not that precise.

As a consequence, some teachers lack this knowledge. Subject leaders should establish what teachers know and provide the necessary support and training for them should they need it. ? Monitoring processes are in place for leaders to check the implementation of the curriculum.

However, this is at times focused on meetings rather than leaders visiting lessons and evaluating the consistency and quality of provision. As a consequence, provision in some subjects is not consistent. Leaders should ensure they make the necessary checks, so that the intended curriculum is delivered as it was intended in all subjects.

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