Torridon Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming, happy and diverse school community.

Pupils are proud members of this school. They are friendly, polite and considerate towards others.

Pupils behave well in lessons and when moving around the school.

This is because staff have high expectations of them. Lessons are not interrupted by poor behaviour. Pupils are not worried about bullying because it rarely happens, and if it does, it is dealt with quickly so it stops.

Pupils feel happy and safe here because adults listen to them if they have any worries.

Leaders and teachers encourage pupils to do their best. Pupils focus well in lessons and are enthusiastic about learning....

Pupils value the support available to help their well-being. For example, well-being champions are available to help pupils regulate their emotions and understand their own feelings.

Leaders provide opportunities for pupils to take on positions of leadership.

Leaders listen to pupils and value their opinions. For example, school council representatives recently reviewed the anti-bullying policy and presented their suggestions to governors.

Leaders provide a range of clubs, including for yoga, steel pans and choir.

The school has a string ensemble and a rock band. These activities support pupils to develop their talents and pursue their interests.

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

Leaders want every pupil to learn to read fluently and without delay.

Staff are well trained in the teaching of phonics. This means that they are consistent in their teaching. In the early stages of reading, teachers check the sounds that pupils know regularly and systematically.

This means that pupils who may find reading difficult are given help to catch up. Pupils are given books to practise reading that are matched to the sounds that they know. This helps to improve pupils' confidence and fluency.

Pupils know that reading is important. They read widely and often. For example, pupils in Year 5 enjoy reading about Floella Benjamin through her book, 'Coming to England'.

They discuss important themes such as discrimination and difference with understanding.

Leaders have put a well-structured curriculum in place that meets the requirements of the national curriculum. They have identified what they want pupils to learn and have broken this down into logical steps.

For example, in Year 3, pupils can compare two different lengths because they have previously been taught how to measure in centimetres and metres. Teachers teach subject content clearly and are quick to identify those pupils who need extra support.

In some subjects, the curriculum is not consistently delivered in the way in which leaders intend.

This means that sometimes, learning does not build on what pupils already know. In these cases, pupils do not deepen their learning and remember key information over time.

Children get off to a positive start in early years.

Staff listen carefully to children and develop their language skills. For example, when working with an adult, children are encouraged to use words such as 'fabric', 'secure', 'fasten' and 'windshield' when discussing how to attach material to their toy car. Children learn and play happily both indoors and outdoors because their needs are met.

Leaders, teachers, and other adults work together to identify the needs of pupils with special educational needs and/or disabilities (SEND). Leaders seek advice and support from a range of external professionals, such as therapists and psychologists. These experts provide training for teachers and teaching assistants.

However, sometimes pupils with SEND do not progress successfully through the curriculum. This is because leaders do not consistently check what pupils are learning and that teaching methods and resources are adapted to meet their needs. This includes pupils in the resource base as well as pupils with SEND.

Leaders invite visitors to the school to speak to pupils about keeping themselves safe. Leaders provide opportunities for pupils to understand and regulate their feelings. Pupils manage their emotions well.

Leaders and teachers have high expectations for pupils' behaviour. Pupils show positive attitudes when learning and know what is expected of them. This means that the curriculum can be taught without interruption.

Pupils learn about positive relationships and differences, both in school and beyond. For example, in early years, children learn about how differences make them special, and in Year 2, pupils are taught about stereotyping.

Governors are committed to, and ambitious for the school.

They understand what the school does well and what it needs to do to be even better. Governors work with leaders to check on the well-being of staff. Teachers who are relatively new to their roles are particularly well supported.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding across the school. Staff are well trained.

Regular updates ensure that staff are aware of the risks pupils may face in the local community. Staff understand and follow procedures for reporting any concerns. Leaders respond quickly to concerns raised.

Leaders engage with outside agencies and safeguarding partners. They invite visiting speakers to talk to pupils about the importance of keeping safe when online. Governors understand their statutory duties.

They carry out robust checks on staff before they appoint them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the curriculum is not taught in the order in which leaders intend. This means that sometimes, pupils' learning does not build on what they already know.

As a result, pupils do not deepen their learning and remember key information over time. Leaders need to ensure that the curriculum in all subjects is delivered as intended. ? Sometimes, pupils with SEND do not progress successfully through the curriculum.

This is because leaders do not consistently check what pupils are learning, and that teaching methods and resources are adapted to meet their needs. This includes pupils in the resource base as well as pupils with SEND. Leaders should check what pupils are learning and ensure that teachers have the training and information they need to adapt their teaching successfully to meet the needs of pupils with SEND.