The Batt Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel nurtured and listened to by adults.

The spirit of kindness is evident in how pupils and staff treat each other. The school uses the parable of the Good Samaritan to teach pupils how to behave towards others. This means that pupils are accepting of differences and motivated to be active and positive citizens in their local community.

The school is determined for all pupils, including pupils with special educational needs and/or disabilities (SEND), to succeed. Pupils enjoy the school's ambitious curriculum and learn a wide range of knowledge and skills. They work hard and usually achieve well.

Pupils are well behaved. The school expects good behavi...our and for pupils to be 'ready, respectful and safe'. Pupils recognise these expectations and are eager to meet them.

Playtimes are organised carefully, and pupil play leaders and adults are energetic in leading a wide range of games and activities for pupils. Games of cricket and basketball, and various music groups, are well supervised and enjoyed by all. Some pupils do feel that there have previously been some worries about bullying.

They told inspectors that they know how to raise concerns and are confident that an adult is always available to listen.

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

The school has identified what pupils will learn and in what order. All pupils learn an interesting and broad curriculum, including pupils with SEND.

The building of learning over time is usually carefully organised from Reception onwards. This helps pupils to build their learning gradually and connect new knowledge to what they have learned before. In a few subjects, the curriculum is less well developed and does not build securely on what children learn in Reception.

The Reception curriculum is mostly well developed but is less sufficiently established in a small number of areas.

Staff receive high-quality training. Consequently, most teachers support pupils well to learn the intended curriculum.

Staff check pupils' understanding carefully. They use this to inform future teaching. Teachers revisit important content to help pupils to recall what they have learned over time.

For example, in Reception, children are supported to revisit what they have learned about number to help them to build fluency. This helps most pupils to achieve well. The school identifies the needs of pupils with SEND quickly.

However, the support for these pupils is inconsistent, so they do not achieve as well as they could across every subject.

Class libraries are a source of pride and joy for pupils. Their love of reading is evident.

Pupils speak with confidence and knowledge about different books. They make mature and complex links and comparisons between the works of different authors. Pupils develop into fluent and accurate readers.

Starting from Reception, children are taught a consistent and sequential phonics programme. They read books that match the sounds that they have learned. This helps them to develop fluency and confidence.

Support for pupils struggling with reading is swift and carefully reviewed so that effective support is provided.

The school is a positive and safe environment. Pupils understand the expected behaviour and develop excellent manners.

They interact respectfully from Reception onwards, using high-quality communication and language skills to articulate emotions appropriately. Staff consistently follow the agreed procedures. The school makes careful records of any behaviour concerns and takes effective action to support pupils to meet its high expectations.

The school supports pupils to develop into confident and positive citizens. Staff use a cohesive and well-structured approach to teaching pupils about themselves, relationships and wider society. This begins from Reception, where children are taught effectively about understanding the world and how to interact with each other kindly.

Pupils are being supported to develop an understanding of differing faiths, cultures and equalities. Pupils benefit from access to a broad range of clubs and curriculum experiences. This enhances their curriculum learning and exposes pupils to opportunities they might not otherwise enjoy.

The school ensures that pupils who are disadvantaged have carefully prioritised access to these opportunities.

The school has come through a turbulent period in its leadership. Local governance and trust leaders have actively supported and challenged the school to meet statutory duties and to work positively with the community.

New leaders have worked to evaluate provision carefully, raise expectations and support staff. For example, appropriate training and guidance are provided for all staff, including early career teachers, who feel appropriately supported.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• From Reception onwards, the planning for a few subjects is underdeveloped. Consequently, pupils' learning is variable. The school should refine the curriculum thinking and support staff to emphasise the most important content to help pupils, including pupils with SEND, learn consistently well across the curriculum.

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