The Pinchbeck East Church of England Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this school.

They describe the school to be a fun place that is inclusive. Pupils say they can speak to someone if they have a concern or a worry. They know they can visit the nurture room to speak to trusted adults.

Pupils feel safe and happy here.

Staff have high expectations of pupils. Pupils rise to these expectations.

They know that the school is trying to help them develop as rounded individuals. This work is rooted in the school's mantra, 'being the best version of you'.

Children in the early years get off to the best possible start.

Staff in the early years know each child extremely well. They use thei...r knowledge of each child and the early years curriculum to ensure that every moment is spent learning. This means there are no limits or barriers to each child achieving well.

The overwhelming majority of parents and carers value what the school does for their children. They value the informal conversations they can have with staff. One parent summed up the views of many when they said, 'My child is excited to learn.

He enjoys going to school and he is encouraged to be the best version of himself every day.'

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

The school has an ambitious curriculum. Subject leaders have identified the important concepts that they want pupils to grasp.

Pupils revisit these concepts. This enables pupils to build on what they have learned before.

In a few subjects, there have been recent changes to ensure that the curriculum is logically ordered and that the key concepts are sharply defined.

These subjects are not yet as well embedded as others. Pupils are yet to get the depth of understanding in these subjects as they do in subjects where the curriculum is more established.

Important vocabulary and key knowledge is precisely identified through curriculum planning.

This allows teachers to focus on what is essential for pupils to learn. In core subjects, pupils remember and use this knowledge and vocabulary with accuracy. For example in science, Year 5 pupils talk confidently about what they learned about circuits.

They use the terms insulator and conductor when they talk about electricity. They go on to articulate their understanding of how electricity is generated.

Teachers present information well to pupils.

They make suitable adaptations so that pupils with special educational needs and/or disabilities (SEND) can access the same learning as their peers. The school has prioritised teaching approaches called the 'teaching principals' and trained most teachers to use these effectively. Teachers check that pupils have gained important knowledge through regular retrieval and recall activities.

This is not consistently effective in all subjects. Some pupils are left with gaps in their knowledge in some subjects.

The early reading curriculum is a particular strength of the school.

Children start to learn to read as soon as they start in Reception. All adults are expertly trained to teach reading. Assessment is used purposefully to check that pupils are progressing.

Swift and effective intervention is used to help all pupils keep up. The books that pupils read are well matched to the sounds they know. There are plenty of opportunities to read for pleasure.

Pupils become fluent readers quickly and develop a love for reading at this school.

Children in the early years are exceptionally well supported and are very well prepared for the next phase of education. Children benefit from discrete teaching in reading and early mathematics.

There are ample opportunities to revisit this learning through play. Staff draw children's attention to different areas of learning skilfully. Not a moment of time is wasted.

Children become independent and curious learners. They demonstrate the highest levels of self-regulation.

The school is calm and orderly.

Pupils know that teachers will not tolerate any form of poor behaviour or low-level disruption. There is a consistent approach in all classrooms to let pupils know they are meeting expectations. Pupils behave well.

Pupils have a strong understanding of fundamental British values and equalities. There are several ways older pupils can contribute to the wider life of school. This includes the eco-council and being play leaders.

Pupils have benefited from trips to a mosque and the Bomber Command Centre. Older pupils are looking forward to a residential visit. Pupils enjoy the sports they can do after school.

Pupils' personal development is well considered.

Trustees, trust executives and the academy monitoring committee undertake their well-defined roles diligently. The mechanisms they use to monitor and evaluate the standards at the school are robust.

Staff appreciate how well leaders consider their workload and well-being as they implement change to make the school even better.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few foundation subjects have recently been adapted across all year groups.

These subjects are not as well embedded as other subjects. Pupils do not yet show the depth of understanding in these subjects as they do in other subjects. The school must ensure that as these subjects become further embedded, they monitor and evaluate the impact of teaching to ensure that pupils gain the depth of understanding set out in the curriculum plans.

• In some subjects, teachers do not always check precisely enough if pupils have remembered the important knowledge. Some pupils are left with gaps in their knowledge and are unable to recall some of the essential knowledge they will need for future learning. The school must ensure that teachers check that pupils learn the essential knowledge and address any gaps in knowledge.

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