The Holbeach William Stukeley Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is a happy and caring place. Pupils enjoy learning here.

Many parents said that their child loves coming to school. The school's '4 R's' principles (respect and care for ourselves, each other, the environment and our learning) are understood by all pupils. They said they help them to behave, treat others well and learn well.

There are positive and supportive relationships between staff and pupils. Pupils are polite and well-mannered. Most pupils have positive attitudes to learning.

They show respect to each other. At playtime and lunchtime, pupils enjoy playing different games. Staff and pupil-playground leaders help to organise these.

Thi...s helps pupils to develop their social skills.

Pupils feel safe in school. They know they can talk to a range of staff if they have any worries.

They can also go to pupil well-being champions for support. Pupils benefit from an excellent personal development programme. They have many opportunities to contribute to the school and to develop their character.

Pupils can be eco-warriors, reading rascals, reading buddies and part of the school council. Many pupils are proud to take on these roles. Many pupils also enjoy attending after-school clubs such as 'dotty art', dodgeball and football.

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

The school has designed a broad and ambitious curriculum for all pupils. The knowledge and vocabulary that pupils should learn has been carefully planned in most subjects. This helps teachers deliver the curriculum well.

The school has ensured that pupils have opportunities throughout the day to improve their handwriting, spelling and recall of number facts. Pupils achieve exceptionally well, particularly in reading and mathematics. In a few subjects, the school has not precisely set out the most important knowledge pupils should learn.

When this is the case, some pupils do not learn as well as they could.

Most teachers have good subject knowledge and deliver the curriculum well. They question pupils well to check their understanding.

Teachers encourage pupils to debate and discuss key questions in lessons. This helps pupils to build on what they already know. In some lessons, teachers do not always implement the curriculum consistently well.

The school is developing the monitoring of how well the curriculum is implemented so that inconsistencies can be addressed. This work is at an early stage.

The school has prioritised reading.

Children in Reception start learning phonics as soon as they start school. Staff are well trained. They deliver phonics lessons consistently well.

Teachers carefully track how pupils are progressing with their phonics knowledge. Pupils who struggle with reading get regular support. This ensures that gaps in learning are addressed.

Pupils have regular story times and reading lessons. Reading lessons are well-structured to develop pupils' comprehension. Pupils learn to read with confidence and accuracy.

The school supports pupils with special educational needs and/or disabilities (SEND) well. Teachers ensure that these pupils get the support they need to access the curriculum and achieve well. Some pupils with more complex needs get individualised support.

This helps them progress well from their starting points.

Children in Reception learn in a secure and nurturing environment. There are clear routines that the children understand and follow.

Well-planned activities support children in developing their knowledge and skills. For example, children could confidently talk about the continents, the equator and rainforests. Staff carefully track how well children are progressing in literacy and mathematics.

They use this information well to address any gaps in learning. Children are well prepared for key stage 1.

The school has high expectations of how pupils should behave.

Pupils meet these expectations. Pupils attend school well. The school ensures that pupils who attend less regularly get the support they need.

The school's provision for pupils' personal development is exceptional. Pupils have an excellent understanding of why fundamental British values and equality are important. They learn about different cultures and religions.

Pupils know to treat others with kindness. They learn how to be healthy and how to be safe online. Staff encourage pupils to be 'agents of change'.

Pupils enjoy participating in many community events and raising money for charity. Every year, the school plans a 'Stukeley University' event. This gives pupils rich and memorable experiences that develop their talents and interests and enhances the curriculum.

For example, pupils experienced a yoga retreat, attended forest school and learned about engineering, animal welfare and baking. Pupils are well-prepared for their next steps.

The school is well-led.

Staff are proud to work at the school. They feel well supported. Governors know the school well.

They challenge and support leaders effectively.

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 key knowledge pupils should learn is not always clear.

As a result, some of the learning activities teachers use do not always support pupils in learning this important knowledge. Some pupils do not learn as well as they could. The school should ensure that the key knowledge pupils should learn is clear so that teachers can plan activities to help pupils learn this important knowledge.

• At times, the school's monitoring of how well the curriculum is implemented is not as systematic and precise as it could be. This means that inconsistencies in how the curriculum is delivered are not always addressed. The school should ensure that it systematically checks how well the curriculum is implemented to identify exactly what needs to be improved.