The Vineyard School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy, feel safe and enjoy school. They want to come to school and attend regularly. Pupils live up to leaders' high expectations for their behaviour.

They show respect for other pupils and for staff. Pupils know that if they have any concerns, they can turn to an adult for help.

Leaders have high expectations of pupils' achievement.

Pupils achieve well across a range of subjects, including pupils with special educational needs and/or disabilities (SEND). Leaders have successfully redesigned an ambitious curriculum. They provide pupils with a stimulating and caring environment, where they can thrive.

Staff enable pupils to have a strong se...nse of what is fair, and what is right and wrong. They have a clear understanding of what constitutes bullying. On the rare occasions when bullying occurs, leaders deal with it swiftly and effectively.

Pupils benefit from a wealth of sporting, creative and cultural opportunities, which are accessible to all. They are enthusiastic about participating in the many sports teams and clubs such as karate, running and football. Pupils are keen to take on extra responsibilities such as becoming kindness ambassadors and they want to make a difference to their school.

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

Leaders have designed an ambitious and rich curriculum that meets the needs of pupils. Pupils develop their knowledge in a broad range of subjects and in a coherent way. Therefore, in most subjects, pupils, including those with SEND, are supported to build on their prior knowledge and skills from Reception to Year 6.

From the early years onwards, teachers have a strong focus on developing pupils' vocabulary and communication. In Reception, staff teach children early numeracy and understanding the world effectively. This prepares children well for Year 1.

Pupils across the school are ready for the next stage in their education.

Teachers plan learning so that it is relevant and enjoyable for pupils. For example, in geography, there is a strong focus on local fieldwork.

In mathematics, pupils regularly apply their knowledge to solve problems. Reading is a priority across the school. Pupils read a range of texts and books with enthusiasm.

In most subjects, teachers are responsive to the assessment information they gather, to check pupils' knowledge of the curriculum. However, in some subjects, teaching is not adapted well enough to check and address pupils' misconceptions. This means that pupils' knowledge and understanding is not secure or fully developed.

Leaders' expectations are equally high for pupils with SEND. For example, in the recently opened specialist resource provision, staff have a thorough understanding of individual pupils' needs. Staff carefully consider the learning and knowledge required for each pupil.

Support is precisely tailored, which means pupils thrive in the provision.Staff encourage pupils to respect others. Leaders provide many opportunities for pupils' physical and mental well-being.

For example, there are bespoke support programmes for vulnerable pupils. Staff promote care, respect and tolerance meaningfully in all aspects of pupils' lives. Pupils appreciate each other's differences because of the way in which they are taught about diversity.

They talk knowledgeably about different faiths and British values. This means pupils develop a deep understanding of people from different backgrounds. Leaders check pupils' attendance carefully.

They use effective strategies to improve the attendance of pupils that may not be high.

Pupils benefit from many opportunities to broaden their personal development. They can choose from a range of clubs, including cookery, orchestra and choir.

Pupils take on a range of leadership opportunities, such as school council members. All pupils access learning opportunities outside of the classroom. This builds their self-esteem and confidence.

Pupils are proud to make a positive contribution as citizens of the future. Leaders make sure that pupils with SEND are fully included in enrichment activities.

Governors are highly committed to the school.

They have an accurate view of the quality of education for pupils and the school's strengths. They understand leaders' priorities for further improvement, and they make regular checks on the progress that leaders make in these areas. Leaders and staff work closely with parents and carers to make strong links.

Staff appreciate the support and training that leaders provide for them. Most staff feel that leaders' decisions have had a positive impact on their workload and well-being.

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, teachers' use of formative assessment is not fully developed. This means that pupils' misconceptions are not identified and corrected quickly. The school should ensure that assessment is used to inform teaching and curriculum planning to support pupils to build their knowledge and understanding consistently.

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