The Dassett CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy school. They appreciate the wider opportunities that the school arranges for them. These include sports clubs, as well as craft, singing, science and dance.

Pupils also enjoy the educational visits that support their learning.

Relationships in school are positive. Pupils are considerate of one another.

They share equipment in class and take turns in games on the playground. Pupils trust the adults in school. They know that they can share any concerns, and they will be dealt with.

High standards of behaviour are expected by the school. The majority of pupils meet these expectations in all that they do. Where behaviour is man...aged well, pupils show positive attitudes to their learning.

Pupils move around the school in a calm and considerate manner. Lunch in the dining hall is a highly social experience for pupils.

Leaders have high expectations of what pupils can achieve.

However, because the curriculum is not yet established, pupils do not consistently consolidate their learning and build knowledge over time. This means that not all pupils achieve as well as they could.

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

The school is determined every child will learn to read.

From starting school in Reception, children are generally well supported to learn their letters and sounds. Staff are quick to spot when pupils fall behind. They provide helpful support so these pupils catch up with their classmates quickly.

However, the books given to some pupils do not match their phonics knowledge closely enough. Where this happens, it limits how quickly pupils learn to read. The school provides helpful reading workshops and guidance to parents and carers.

This work is helping to ensure pupils read at home regularly. The recent focus on reading is leading to improvements in pupils' outcomes.

Pupils with special education needs and/or disabilities are well supported and achieve well here.

Leaders work closely with a range of external agencies to accurately identify and assess pupils' individual needs when they join the school. Teachers use this information well and adapt their teaching carefully to meet pupils' needs.

The school is working to design and establish a curriculum that is broad and ambitious for all pupils.

They have begun to set out the knowledge pupils need to learn so they can be successful across each subject. This work is well developed across some subjects, and the new knowledge pupils encounter builds on the things they already know. However, across other subjects, this work is not yet well developed, and the key knowledge pupils will learn has not been clearly identified.

Where this happens, the activities chosen by teachers do not support pupils in recalling prior knowledge and learning the intended new knowledge. This holds pupils back because they are not building knowledge securely over time.

The school offers many opportunities for pupils' personal development.

They practise their leadership skills through membership of councils, by leading consultations or organising events in school. This includes making presentations in assembly and leading the daily prayer. A wide variety of lunchtime and after-school clubs give pupils opportunities to learn new skills or improve existing ones.

Pupils build a strong awareness of other faiths and cultures during their time here. They demonstrate tolerance and acceptance of all, regardless of any differences. Important values such as these are taught and reinforced through the school's values of respect, equality, ambition, care and honesty (REACH).

There is a strong focus on care for others, which flows through interactions between pupils and their peers.

Leaders have high expectations of pupils' behaviour. On the whole, pupils meet these expectations and behave well around school and in lessons.

Children start to learn about school routines and good behaviour as soon as they enter the Reception class. This helps children settle quickly when they join. However, the school has not made sure that all staff share its high expectations or apply these expectations consistently.

In some cases, when pupils misbehave, this is not always challenged by teachers. This means that, on occasion, pupils do not focus on their work and disrupt the learning of others.

The governing body brings a wide range of skills to the school.

They know the school well and provide a balance of challenge and support. Most parents enjoy a positive relationship with the school. However, some would appreciate more information about what their children are learning.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not defined the precise knowledge pupils will learn. Where this happens, teachers are not clear about the knowledge pupils are expected to learn and do not always design lessons that support the aims of the curriculum.

This holds pupils back. Leaders should ensure that the curriculum is equally well considered across all subjects so the knowledge to be taught is clearly defined. ? The school does not ensure that all staff follow the high expectations set for pupils' behaviour.

This means that poor behaviour is not always challenged consistently well. As a result, some pupils miss important parts of their learning and sometimes distract others. Leaders should ensure the high expectations for pupils' behaviour are realised by all staff.

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