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The Robert Drake Primary School is a happy and friendly place to learn. Pupils learn a curriculum that builds on what they already know and stretches them further. Pupils enjoy their lessons and achieve well.
Pupils value the warm relationships they develop with their teachers. This helps them to feel safe. They know there is always someone to speak to if they have worries.
Pupils embrace the school's ethos. They know the school's motto 'everyone is special, different and unique'. Pupils behave well.
They know how they should behave and live up to leaders' expectations. This creates a calm atmosphere across the school. Pupils use what they learn about friends...hip to treat each other with kindness and respect.
Pupils attend a range of school trips and take part in clubs such as netball, street dance, cross-country and karate. Pupils value the clubs on offer, and they talk highly of the 'Happiness Hub'.
Pupils show responsibility in their leadership roles.
They are proud to have jobs at school and know that this is an important part of making their school a better place. Eco-warriors are especially proud of working to make the school's environment better, such as by planting trees.
What does the school do well and what does it need to do better?
The school has developed a curriculum that is broad and ambitious.
From the early years, the school sets out what pupils will learn and do. Staff ensure that pupils have the skills to explain their thinking with sophisticated vocabulary. Teachers present information clearly.
They often use questioning effectively to check pupils' understanding. However, in some subjects, teachers' checks on what pupils know and can do are not as effective. In these subjects, some teachers do not always spot when pupils misunderstand or have forgotten something.
As a result, pupils do not learn the curriculum in these subjects as well as they could.
The school has implemented an effective phonics programme that starts in Reception. Children in the early years learn to read words and simple sentences.
Most pupils gain the knowledge they need to become confident readers. Books are well matched to pupils' reading abilities. This helps them to develop their reading fluency and confidence.
Older pupils develop their skills of comprehension and inference. This includes discussing features of texts and the choices authors make when writing. Pupils enjoy the new reading programme and the school's challenge to become word millionaires by reading one million words by the end of Year 6.
Occasionally, staff do not identify when pupils at the early stages of reading have not learned key knowledge. This means that some pupils struggle to move forward in the reading programme as quickly as they could.Most staff have strong subject knowledge and adapt teaching effectively to meet pupils' needs.
Pupils with special educational needs and/or disabilities (SEND) are well supported within the school. Staff working with pupils with complex needs have a strong understanding of how to support pupils. They receive relevant training to help them do this.
Staff adeptly support pupils with SEND to learn the curriculum.
Pupils are kind and caring towards each other. They welcome visitors to their school with enthusiasm and are keen to share their learning.
Pupils listen well in lessons. They follow school routines and encourage each other to make positive choices. Pupils are proud that they attend a 'telling school', where pupils know to share their worries with staff.
All staff are ready and willing to help when the need arises.
The school plans opportunities for pupils to try new experiences that enhance the curriculum such as by using virtual reality when learning. Opportunities to attend school trips, attend clubs and represent the school at events are a highlight for pupils.
Starting in the early years, pupils learn about different religions and cultures. This helps pupils to understand respect and tolerance.
The school has been through a change in leadership, and staff feel well supported and proud to work at the school.
Leaders know the strengths of the school and the areas for development. Trustees work in partnership with leaders to make improvements to the quality of education.
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 subjects, including phonics, teachers do not always identify gaps in pupils' learning. This means that staff sometimes plan activities that do not build effectively on what pupils already know and can do. The school needs to ensure that in all subjects, staff check effectively what pupils know and can do and use this to inform their planning and teaching.
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