The Rackham Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is an inviting school where everyone receives a warm welcome. Typically, pupils enjoy coming as they have time with their friends and enjoy learning. They know and understand the school's aim of 'working together to be the best that we can possibly be'.

Pupils appreciate that staff have high expectations of them. They know how they can meet these expectations. Pupils are taught about an inspirational person by staff or through a presentation by the person themselves.

This supports the development of pupils' self-belief to achieve their goals.

Pupils listen to one another's ideas and are respectful of different opinions. They are generally motivated to le...arn and contribute to discussions and activities.

Where this does not happen, a gentle reminder is usually enough to ensure pupils regain their focus. The improvements that the school has been making to the curriculum and its delivery have ensured that pupils achieve well. Pupils find the topics and activities that they have recently learned about interesting and engaging.

Pupils know that adults are there to keep them safe. They understand the importance of staying safe online, when riding their bikes and when crossing roads. Pupils take on leadership roles, including school councillors and reading ambassadors, which contribute to the wider school community.

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

The school's curriculum has undergone a review that has led to many changes. It is a broad and balanced curriculum, which is relevant for the pupils who attend the school. Staff present new ideas clearly and check pupils' knowledge.

They use this information to address gaps in pupils' understanding and adapt future learning. As a result, pupils learn and remember the curriculum well in most subjects. However, in a few subjects the implementation of the curriculum is less effective.

Some subject curriculums are new. Pupils find it difficult to remember important knowledge or build links to what they have learned before in these subjects. This prevents them from building the depth of knowledge they need.

The local pre-school has recently become part of the school. Children enjoy attending. Staff support children's understanding of new words during story time.

Despite this, the pre-school curriculum is not aligned to the curriculum that the children follow in the Reception Year. This means that children are not as well prepared for the next stage of their education.

Reading is a priority in the school.

Older pupils enjoy the high-quality texts that the teachers share with them. The library and reading ambassadors advise pupils of a diverse range of texts to read. As a result, pupils enjoy reading.

Phonics teaching begins as soon as children start school. All staff know how to teach the phonics scheme, which ensures consistency. Pupils take home books that help them practise their sounds.

Any pupils who need more practice are given this. Parents come into school to understand the teaching of phonics and how they can support their children at home. As a result, pupils quickly become confident readers.

Pupils with special educational needs and/or disabilities (SEND) have high-quality provision in place to meet their individual needs. The school identifies the needs of pupils with SEND quickly. Staff are well trained so that they can effectively support pupils to learn alongside their peers.

The school works well with external agencies and has a wide network that it can access or signpost families to. Parents and the school work in partnership to ensure that pupils with SEND access the curriculum well.

Staff know and understand the behaviour policy.

Most pupils behave well. However, there is some low-level disruption to learning, which staff usually address. As the school's approach is becoming more consistent, the number of incidents is reducing.

Attendance has dramatically improved now that there are clear systems and communication in place.

The school's personal development offer has a clear focus on pupils' emotional literacy. Pupils learn how to express how they are feeling and have strategies to positively change any negative emotions.

The school prides itself on its inclusivity and diversity. Pupils develop their character through the artistic and musical opportunities the school provides for them. For example, throughout their time at the school, pupils can learn to play a musical instrument, which some of them choose to pursue.

The school has ensured that over a short period of time there have been rapid improvements made. Governors know their roles and responsibilities extremely well. They provide the right balance of support and challenge for the school.

Governors carefully consider the well-being and workload of staff alongside this. The school community is extremely positive about how everyone works together to ensure they achieve the school's aims.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, the curriculum is new. Consequently, pupils have not yet gained the depth of knowledge that they could. The school needs to ensure that the curriculum in these subjects is fully and effectively implemented so that pupils build their knowledge well.

• The pre-school curriculum does not precisely align to children's learning in the Reception Year. This means that children do not build their knowledge and skills as well as they could. The school must ensure that the pre-school curriculum prepares children well for the Reception year and beyond.