The Quinta Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school. They are confident that if they have any worries, there are adults in school who would help them. If bullying happens, leaders and staff deal with it quickly.

This helps pupils to feel happy and safe.

Pupils value the recognition they get from leaders and staff for working hard. They know that staff expect pupils to be 'Ready, Respectful and Safe'.

They are keen to be recognised for going 'above and beyond' or to receive the 'Quinta star' award.

Leaders and staff are ambitious for every pupil, including those with special educational needs and/or disabilities (SEND). Pupils achieve well in a range of subjects.
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Pupils benefit from a wide range of clubs on offer. These include drama, chess, choir and sewing. They are proud to represent the school at events linked to competitive sports, music and drama, such as the local opera.

They enjoy their trips and visits, especially their residential experiences to London and Conwy.

Many pupils contribute to school life by taking on additional leadership responsibilities. For example, older pupils run the school shop and lead daily broadcasts for the school radio.

They relish their roles as buddies to younger pupils in school and as school councillors and sports crew leaders.

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

Leaders have designed a curriculum that is ambitious for all pupils, including those with SEND. In most subjects, leaders have clearly identified the important knowledge that pupils should learn from the early years to Year 6.

They have considered when this knowledge should be taught so that new ideas build well on pupils' previous learning. This helps to prepare children and pupils for the next stage of their education.In these subjects, leaders provide guidance and support for teachers in the effective delivery of the curriculum.

Teachers check what pupils do and do not know. They have the knowledge they need to present information clearly to pupils. As a result, pupils know more and remember more over time.

In a few subjects, leaders' work to improve the curriculum is at an earlier stage. In these subjects, curriculum leaders have not had the guidance or support they need to develop these curriculums as well as they should. The content and order of learning are less clear.

This makes it more difficult for teachers to ensure they design learning that helps pupils build their knowledge securely. As a result, pupils do not build up their knowledge equally well across all subjects.Leaders have ensured that reading is a high priority across the school.

Older pupils speak with confidence about different books they have read. They are keen to become reading 'ninjas'. They enjoy the end-of-day stories their class teachers read to them.

Children in the provision for two-year olds are immersed in songs and rhymes to get them ready for their future phonics learning. Pre-school children learn the sounds linked to letters.Staff have received training to deliver the clearly structured phonics programme.

Leaders keep a close check on pupils' progress in reading and make sure that staff provide effective additional support for those pupils who fall behind. However, on occasion, some pupils are not provided with books that are closely matched to their phonics knowledge. As a result, a small number of younger pupils, especially those who struggle with reading, cannot apply what they know about phonics confidently.

This slows their reading fluency and hinders their understanding of what they have read.Leaders and staff work together to swiftly identify pupils with SEND. Most pupils with SEND receive effective support so that they can access the same curriculum as other pupils in the school.

However, leaders have not ensured that adaptations for some pupils with SEND are as effective or well matched to pupils' needs as they could be. This means that a small number of pupils with SEND do not get the exact support they need to achieve as well as they could.Children in the early years listen carefully to adults, and they work and play together well.

They are keen and inquisitive learners. Older pupils build on this positive start. Most pupils behave well in lessons and around the school.

They enjoy their learning and engage well in lessons. This means that pupils can get on with their learning without disruption.Leaders place a strong focus on pupils' wider development.

Pupils know how important it is to look after their physical and mental health, including how to make healthy food choices. Pupils learn about different faiths, cultures and religions. For example, they talk enthusiastically about their recent learning about Diwali.

Their work in support of charities such as the local foodbank helps them to understand the role they can play in making a positive difference to others.Governors and trustees understand what is working well and what needs to improve further. They challenge leaders and hold them to account.

Leaders are considerate of staff's workload when making decisions and take positive steps to support staff's well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff have the training they need to identify pupils who may be at risk of abuse or neglect.

Staff report any concerns they may have quickly and record their concerns diligently. Leaders act on any concerns raised in a timely manner.Through the curriculum, pupils learn how to keep themselves safe.

For example, they learn about how to avoid risks linked to fire and crossing roads and how to ride a bicycle safely. Pupils can clearly describe how to stay safe when they are using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculums in a few subjects are not fully developed.

Leaders have not ensured that these curriculums are coherently planned and sequenced. As a result, pupils do not build up their knowledge equally well across all aspects of these subjects. Leaders should ensure that subject leaders receive the support and training they need to further develop and refine these curriculums from the early years to Year 6.

• In a small number of cases, leaders have not ensured that adaptations for some pupils with SEND are as effective or well matched to pupils' needs as they could be. This means that a small number of pupils with SEND do not get the exact support they need to achieve as well as they could. Leaders should ensure that all staff are well trained to provide the support that each pupil with SEND needs so that they learn all that they should.

• A small number of younger pupils who find reading difficult are not provided with reading books that are matched precisely enough to their phonics knowledge. As a result, their fluency in reading and understanding of texts is not as secure as it could be. Leaders should ensure that they enable these pupils to develop their reading fluency more securely by providing them with reading books that more closely match their phonics knowledge.