The Isaac Newton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

There is a wonderful climate of ambition, kindness and care at this school. Because of this, pupils behave and achieve extremely well.

They are committed to their school and keen to learn. Lessons are calm. Routines are well understood.

Pupils show each other respect. They are an absolute credit to the school and to the community.

The school is a fierce advocate for pupils and their families.

Highly effective safeguarding arrangements are in place. Pupils' welfare is top of everyone's list. Skilled and knowledgeable staff work relentlessly to address the barriers to learning that some pupils face.

Pupils are helped to leave adversity at the ...school door, to feel safe and to learn. They describe the school as their 'happy place'.

The early years provision has really improved.

Children receive a great start to their education. They show perseverance and enthusiasm for learning new things. They are prepared well for their next steps in education.

Pupils play lots of sport. They take part in many trips and visits that broaden their experiences. Pupils' leadership skills are promoted through roles such as being members of the school council and the 'mini police'.

Pupils develop a sense of pride and belonging as a result.

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

The trust has taken swift and effective action. The school has improved tremendously since the last inspection.

Leaders are breathing new life into the school. Parents express gratitude for these changes. They are pleased and proud that their children attend the school.

The curriculum reflects the ambition of the national curriculum. There is a clear focus on the key knowledge that pupils need to know, and when they need to learn it. Pupils return to important knowledge regularly so that it is remembered long term.

The way in which learning progresses from the early years to Year 6 is well thought through. Pupils, particularly disadvantaged pupils, achieve well.

Staff have good subject knowledge.

They offer clear explanations to pupils. At times, some staff do not identify pupils' learning gaps so they can be addressed. Sometimes they do not establish if what has been taught has been learned.

Pupils with special educational needs and/or disabilities (SEND) receive expert support. Learning needs are identified quickly and are addressed. Pupils with SEND experience an ambitious curriculum that is adapted suitably to meet their needs.

They achieve well.

Staff have benefited from high-quality training from the trust. Subject leadership, particularly, has improved.

However, not all staff lead their subjects as well as others do.

Reading is a whole school priority. The school ensures determinedly that pupils can read fluently and accurately.

The reading curriculum is planned well. Children begin to learn to read as soon as they enter the early years. Pupils who fall behind with their reading receive the support that they need to catch up.

Reading books match pupils' reading ability closely. Pupils show a pride in their reading ability. They said that they 'just love books'.

The school does all it can to reduce pupils' absence. Many families receive the help that they need to ensure that their children attend school regularly. This is successful work.

Pupils attend exceptionally well. The number of pupils who arrive late to school has reduced.

The personal, social and health education (PHSE) curriculum is well planned and effective.

It reflects the needs of the community precisely. If any issues emerge locally, the curriculum is adapted diligently so that pupils know how to keep safe and well. Pupils speak knowledgeably about how to keep safe when online, the dangers of substance misuse and the importance of keeping their bodies healthy.

Pupils have a strong understanding of respecting people's differences, and that some people need extra support to help them. They speak knowledgeably about issues such as equality and tolerance. They understand that it is important to be fair and to be responsible citizens.

Governance of the school is strong. Local governors act as the 'eyes and ears' of the school diligently. They provide suitable challenge and support which has aided the school's improvement.

The school engages effectively with staff. For example, it ensures that staff are supported well. Staff feel, and are, valued and share in the school's dedication to do what is best for the community.

As a result, staff, many of whom have worked at the school for a long time, are extremely proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes the curriculum is not taught consistently.

Staff do not check pupils' understanding or identify learning gaps consistently. This can limit how well pupils remember the curriculum. The school should ensure that teachers check pupils' knowledge consistently across the curriculum, so that any gaps in knowledge or misconceptions are identified and addressed swiftly.

Some parts of the curriculum are not as carefully planned and taught as others. This means there are small inconsistencies in the quality of education that pupils receive. The school should ensure that all subject leaders have the skills and knowledge to conduct their role effectively and that the curriculum is taught consistently so that pupils learn equally well across subjects.