The North Hykeham All Saints Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders want all pupils, including those with special educational needs and/or disabilities (SEND), to achieve their personal and academic goals. Pupils' respect for the school values, which includes compassion, perseverance, courage, respect and friendship, helps to create an atmosphere in which pupils can learn. Pupils have a positive experience of lessons and wider school life.

They feel safe.

Pupils know and follow the school rules, which ask them to 'respect our community, be kind and try our best'. Pupils have positive relationships with staff.

They say they would share any concerns or worries. Pupils have confidence in staff to address bullying and beh...aviour issues. Staff help pupils to develop the skills to independently solve problems.

In the early years, staff know the children well. They have positive and trusting relationships.

Leaders provide pupils with wider opportunities.

Pupils take part in clubs, including football, kickboxing and craft club. They develop their resilience when accessing the forest school. They gain skills such as how to gut and cook fish.

Pupils vote for representatives in the school council. They join in with community projects such as litterbugs in the community.

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

In most subjects, curriculums are well sequenced.

Leaders have identified what pupils should learn and when they should learn it. The English and mathematics curriculums in particular set out the precise steps of learning that are followed by pupils. Leaders have thought about the most complex aspects of what pupils study.

Early years leaders have carefully mapped out when and how teachers will help children to develop the knowledge and skills they will need to be ready for Year 1.

Teachers have secure subject knowledge and clearly share important knowledge with pupils. They check pupils' understanding.

However, in a few subjects, teachers do not always provide work that helps pupils to learn important knowledge promptly and securely. This is especially the case in relation to the most complex aspects of pupils' learning, such as how to think like a scientist or a historian. Pupils develop their knowledge of the subjects they study.

In some subjects, leaders have identified the precise knowledge they want pupils to know and remember. Where this is the case, pupils remember what they have learned.

Staff promptly identify pupils with SEND.

Teachers and teaching assistants often provide effective tailored support for these pupils. On occasion, the impact of this support is not always evident in pupils' work and recall of what they have studied.

In the early years foundation stage, staff check what children know and can do.

They share examples of children's work and activities with parents and carers.Leaders have organised phonics workshops. They share tips with parents about how to support their child with their reading.

Teachers adapt learning for children with SEND so they can develop their knowledge alongside their peers.

Leaders have prioritised reading. They have adopted a phonics scheme, which helps pupils to develop the accuracy and speed of their reading.

Pupils learn how to improve their reading fluency. Children in the early years quickly learn to read. Staff check pupils' understanding.

They provide extra support for pupils who need it. Pupils enjoy reading. They know how to choose books that they will like by reading the blurb and the first page.

All staff have completed training in early reading.

Pupils are calm and focused in lessons. Children in the early years behave calmly and purposefully.

Staff have established clear routines, which helps children to settle well to their learning. Pupils feel enthusiastic about the rewards system. They can spend house point tokens in the school shop.

Leaders have established a well-sequenced personal, social, health and economic education curriculum. Pupils learn about mental and physical health, as well as respectful relationships. They benefit from leadership opportunities.

Some pupils are digital leaders. They take the lead during the school production by helping to organise the lights and sound system. Pupils talk confidently about respecting others.

However, they are less confident in their understanding of British values and protected characteristics.

Leaders identify priorities and take action to improve pupils' experiences of school. They have reviewed and developed certain areas of the curriculum.

They have simplified the behaviour system, so all pupils understand leaders' expectations. Monitoring of the provision for pupils with SEND and pupil premium helps leaders to make improvements, when necessary. Leaders have only just begun to put into practice monitoring systems for all areas of the curriculum.

They have not yet been able to identify priorities in some areas of the school's provision.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that there is a comprehensive programme of training in place for staff.

Staff know how to report and record safeguarding concerns. Leaders keep detailed records of safeguarding concerns and the timely actions they take to ensure that pupils are safe.

Leaders work effectively with wider agencies.

They secure help for pupils when necessary.

Governors complete appropriate training. They conduct thorough safeguarding monitoring visits.

This supports leaders in ensuring that safeguarding policies are effective.

Pupils learn about how to keep themselves safe. They talk confidently about a range of topics, including online safety, water safety and first aid.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the foundation subjects, teachers do not always provide work that helps pupils to achieve the ambitious aims of the curriculum. As a result, pupils are not always able to build their knowledge as effectively as they could over time. Leaders should ensure that teachers have the knowledge and skills to provide work for pupils to help them to learn the intended curriculum.

• Some subject leaders are not yet regularly and rigorously monitoring the implementation and impact of their curriculums. This means that leaders are not always aware of the precise strengths and areas for development in the teaching of each subject that pupils study. Leaders should ensure that the monitoring processes that have been applied successfully to reading and the provision for pupils with SEND are utilised across the curriculum.