The Mary Bassett Lower School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school, especially to spend time with their friends at playtimes. They are respectful of each other and others' opinions. Pupils work to resolve any friendship issues sensibly.

They know that they can go to any member of staff who will help them if they need it. Furthermore, they have their 'handy people', who they can turn to if they prefer.

Pupils are engaged, focused, and well behaved in lessons.

They work well together and contribute enthusiastically to discussions. Due to recent changes in the curriculum, pupils enjoy the topics that they are learning about. They found their recent visit to Bletchley Park fascinating.

They... could see what they had learned about the Second World War first hand.

Pupils' achievements are improving. Part of this is due to the excitement they have for learning.

They also know that staff have high expectations of them and work hard to achieve these. Pupils are prepared well for the next stage of learning, particularly children in the early years.

Pupils know how to stay safe.

They have talks on water safety and fire safety from external organisations. Pupils are clear on what they need to do to stay safe online.

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

There have been a considerable number of changes that have taken place at the school.

The school has updated its vision and from this a new ambitious curriculum has been written. This curriculum starts in the early years. The school has ensured that the curriculum is relevant for its pupils.

The curriculum is carefully organised so that it builds on pupils' previous knowledge. The school highlights the key vocabulary that pupils should know and be able to use. Teachers display this vocabulary prominently around the classrooms and refer to it regularly to help pupils remember it.

Subject leaders are very knowledgeable and enthusiastic about their subjects. In most subjects, staff have good subject knowledge, which enables the pupils to learn more. However, staff do not have the detailed knowledge that they need of a few topics in some subjects.

Therefore, staff cannot teach what is set out in these topics, or check pupils' understanding, accurately.

The provision in the early year's is exceptionally well prepared. Staff's strong knowledge of the children ensures that they choose learning activities carefully to build highly effectively on what children already know and can do.

Staff have high expectations, and the children strive to achieve them, with much enjoyment along the way. Children know and follow routines exceptionally well, which helps them to develop their independence and confidence. Children leave Reception very well prepared for learning in Year 1.

The school has clear processes in place to identify pupils with special educational needs and/or disabilities (SEND). This enables pupils with SEND to get the right support so that they can access the curriculum. Staff have the expertise and guidance needed to adapt the curriculum according to pupils' individual needs.

Pupils who need extra support to be ready to learn get the help they need to do so successfully.

Children start to learn letter sounds in Nursery. This prepares children well for learning phonics in Reception.

Staff teach phonics effectively. Pupils read books that are well matched to their phonics knowledge. This helps them practise the sounds that they have been learning.

The well-stocked library has a wide range of texts that the pupils can read during their weekly sessions. Pupils enjoy listening to snippets of different stories from different authors. They enjoy sharing texts with each other.

Many pupils develop into confident, fluent and regular readers.

Routines and expectations are well established. Pupils know 'The Mary Bassett' way and ensure that they fulfil this in their daily school life.

Any pupils who need it receive additional support with their behaviour. Pupils' attendance has improved, particularly for those who struggle to come regularly into school. The school has highlighted to parents and pupils the importance of regular attendance and the impact if pupils do not attend.

The school has a broad personal development programme. Pupils learn about the importance of diversity and to see everyone as unique. They develop their skills of problem-solving, teamwork, decision-making and listening as part of the curriculum.

However, pupils have limited opportunities to take on responsibilities and contribute towards the school community using these skills.

Despite the number of changes the school has been through, staff well-being and workload have remained at the forefront of leaders' minds. Staff feel well supported in all aspects of their work.

Governors are clear about the roles and responsibilities that they have. They support and challenge leaders to ensure the best for the pupils who attend 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)

• Staff lack detailed subject knowledge of some topics. Staff, therefore, cannot teach the content of the topics in the detail required to ensure that pupils develop a secure understanding of these topics. Staff also cannot check on pupils' learning as well as they should.

The school must ensure that staff have the subject knowledge they need to be able to teach all topics well and check pupils' understanding. ? Pupils have limited opportunities to take on some responsibilities, which would promote further their personal development. The school should provide greater opportunities for pupils to take on responsibilities to further support their personal and character development.