The New Forest Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this warm, welcoming and inclusive school. From Nursery onwards, children form strong and trusting relationships with staff. Staff know pupils very well.

Pupils know they can talk to staff about any worries or concerns. Pupils feel safe and cared for.

The school has high expectations for pupils' achievement and conduct.

Pupils live up to these expectations. They are focused, attentive and try hard during learning time. Pupils listen well to their peers' ideas and views.

They are keen to share their knowledge during lessons. Children in Nursery quickly learn the routines and expectations well. For instance, they know they have t...o place their picture card on the table to join in with snack time.

During social times, pupils play well together. This makes breaktimes and lunchtimes harmonious.

Opportunities to develop talents, interests and responsibilities are integral to the school's provision.

Pupils have a strong voice in the school. They influence the wide range of clubs the school offers including yoga, science and computing. Pupils learn how to be a responsible citizen and make a positive contribution.

They are proud of the range of responsibilities they hold, including eco councillors, librarians and spiritual leaders. These opportunities help pupils to flourish in their school community and beyond.

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

The school has developed an ambitious curriculum for pupils.

It accurately identifies pupils with special educational needs and/or disabilities (SEND). In most subjects, the curriculum is designed to support pupils to build knowledge well over time. This begins in the early years.

For example, in Nursery, children learn to count and recognise numbers. As pupils progress through the school, they apply their knowledge of number to calculate long division. In these subjects, staff check pupils understand their learning and provide them with appropriate support when needed.

Pupils achieve well across most subjects. However, in a few subjects, teachers do not routinely check that pupils have learned the curriculum over time. In these subjects, some pupils develop gaps in their knowledge.

They do not have a firm understanding of some key concepts.

The development of children's communication and language is a high priority in the early years. In Nursery, adults model how to speak in sentences accurately.

Children in the early years enjoy listening to stories. High-quality texts, which promote a love of reading, are at the core of the curriculum. Older pupils read a wide range of classic and modern literature.

Staff have the necessary expertise to teach children to read. They quickly identify and support pupils at risk of falling behind with the phonics programme. Pupils in the early stages of reading, practise with books that match the sounds they know.

This develops pupils' confidence and fluency.

Children in the early years are curious about the world around them. They are encouraged to be inquisitive and ask questions.

Adult interactions support children to build knowledge across all areas of learning. This helps children to be well prepared for the next stage in their education.

The expectations for behaviour in the school are high.

Classrooms are calm and purposeful. Pupils are respectful towards one another and to staff. Pupils know that some of their peers need additional help to manage their behaviour.

Staff support these pupils well so that lessons typically proceed without disruption.

The school's personal development offer is exceptional. It has carefully designed a programme that leaves nothing to chance.

Visits to museums and places of worship enhance pupils' understanding of world cultures and religions. The school's strong focus on developing pupils' character helps them to understand the importance of respect. Pupils talk enthusiastically about inspirational people who make the world a better place.

They recognise difference and celebrate diversity. Pupils know that democracy is an important process to ensure that everyone gets a say. They experience this first hand through the range of leadership opportunities the school provides.

The school has built strong working relationships with parents and carers and the local community. Parents value the enriching experiences the school provides. Governors and trustees have an accurate understanding of the school's priorities.

They provide an effective balance of challenge and support to ensure the school provides a high-quality education for pupils. Staff value the support they get from the trust and school to manage their workload and well-being.

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 wider curriculum subjects, some pupils do not build knowledge as well as they do in other subjects. Assessment information is not used to identify gaps in what pupils know and remember. The trust should ensure that assessment is used effectively to inform curriculum design, so that pupils build a secure body of knowledge across the curriculum.