Swineshead St Mary’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Swineshead St Mary's School.

One pupil summed up many when he said, 'I go home and I can't wait to come to school the next day.' Teachers make lessons exciting. They help pupils learn in a variety of ways.

For example, some teachers have used virtual reality technology to bring learning to life. This included a visit to a castle in history and a trip to Jerusalem in religious education.

Pupils behave well.

Learning is not disrupted. Pupils know that any poor behaviour will be addressed quickly. Pupils like the rewards that are available, such as 'do-jo' points and house points.

They enjoy the competitive element of readin...g regularly to earn rewards. They say that bullying is extremely rare.

The curriculum helps pupils to stay safe.

Pupils know how to stay safe online. They know about road safety and understand the risks that strangers can pose. They understand how to stay fit both physically and mentally.

One pupil said: 'Teachers help us with our mental health. We know never to suffer in silence.'

The curriculum for key stages 1 and 2 is well planned and sequenced.

The early years curriculum is not yet planned as well.

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

The curriculum for key stages 1 and 2 is ambitious. Curriculum content has been prioritised and sequenced in a logical way across all subjects.

Teachers systematically revisit what pupils have learned so that it is remembered in the long term.

Teachers make lessons interesting and engaging. Pupils listen carefully and enjoy learning new things.

Teachers regularly check on how well pupils are learning and adapt lessons to help pupils to keep up.

The teaching of reading has improved significantly since the last inspection. There is a new approach to teaching phonics.

This sets out which sounds pupils will learn and when. All teachers have been trained. Phonics is taught consistently well.

Pupils learn and remember more sounds over time. Reading books are closely matched to the sounds that pupils have learned. Regular reading sessions help pupils to read more fluently.

There is an improved understanding of how pupils learn to read across the school's community.

Pupils develop a love of reading. Curriculum plans make sure that pupils read a wide range of texts, genres and authors.

Teachers regularly read to pupils and help to foster a love of reading. Pupils have worked with a well-known author, which inspired them to read more widely. Pupils enjoy the reading challenges that teachers set.

The rewards on offer motivate them to read for pleasure.

Parents, staff and pupils say that behaviour is good. Inspectors agree.

Pupils are polite, courteous and respectful towards each other. They understand that, on occasion, some pupils need help to follow the school rules. Pupils support each other with this.

Leaders regularly check on behaviour records to see where more help is needed. Where pupils are finding it difficult, plans are drawn up so that everyone knows how to help to improve behaviour.

Pupils with special educational needs and/or disabilities (SEND) get help in the classroom to keep up with the curriculum.

However, the plans that are in place for these pupils lack clarity. Written targets are too broad and do not make clear enough what pupils need to do to improve. This means that the well-intended help they get in class is not as effective as it should be.

Pupils' personal development is well catered for. The curriculum for relationships, health and social education is ambitious. This works alongside the religious education curriculum to give pupils a broad range of experiences that prepare them well for life in modern Britain.

Pupils are helped to understand and accept differences. They extend a warm welcome to new pupils, regardless of their background.

The early years curriculum introduces children to the full range of subjects that they will go on to study in key stage 1 and beyond.

However, the curriculum is not sequenced carefully enough across all areas of learning. Plans do not make clear what children are expected to know, do and remember at each stage. Leaders are addressing this.

Senior leaders are ambitious for the school. They have created a cohesive staff team. Senior leaders know what is working well and what needs to improve in the school.

They have welcomed and responded well to the challenge and support from the governing body, the local authority and the diocese.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that pupils are kept safe.

Staff have regular and comprehensive training. They know what signs to look out for and pass on any concerns promptly. Safeguarding leaders respond quickly and make sure that the right sort of help is put in place.

Leaders work effectively with other agencies.

Pupils, staff and parents are unanimously positive about safeguarding at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The early years curriculum is not well sequenced.

It does not set out what children should know and do at each point of their time in the early years. This means that children do not do as well as they should. Leaders should ensure that curriculum plans for the early years are well sequenced and set out what children should know, do and by when, across each of the seven areas of learning.

• The targets that are set for pupils with SEND are too broad and do not make clear what pupils need to do to improve. This means that the help they get is not as effective as it could be. Leaders should ensure that targets for pupils with SEND are precise and make clear what these pupils need to do to improve.