Trekenner Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is determined for pupils to succeed. Since the previous inspection, changes have been made to develop the school. The improvement of the curriculum has been a priority to help pupils learn well.

These actions are starting to make a difference. However, it is early days. The curriculum does not yet support pupils to build their knowledge across the curriculum well enough.

Pupils at Trekenner Community Primary School are happy and well looked after. This view is shared by parents. Parents praise the care and support in place for pupils.

Many share that pupils' well-being is at the heart of the school. Pupils are taught the importance of using their v...oice if they have any concerns. They know that adults will help them with any problems they may have.

A variety of wider opportunities are in place to enrich pupils' experiences. This is a strength of the school. Pupils talk positively about trips to enhance the curriculum.

For example, pupils visit a local river to support their understanding of fieldwork and physical geography. To develop talents and interest, pupils enjoy many clubs, including film and art club. The school makes adaptations to enable pupils with special educational needs and/or disabilities (SEND) to fully access the school's offer.

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

The school has developed the design of the curriculum. Some subjects are further ahead than others. Within the more established subjects, such as mathematics, the school has identified and sequenced progressively the knowledge pupils need to learn, starting in the early years.

Staff receive support to teach the curriculum well. This is having a positive impact on how well pupils are learning the curriculum in these subjects.

For subjects in their infancy, the new curriculum does not identify the precise knowledge pupils need to learn to help them build knowledge securely.

Staff have not yet developed the expertise they need to adapt learning based on gaps in pupils' knowledge. This stalls progress through the curriculum for pupils, including those pupils with SEND.

Assessment is used to check how well pupils learn the curriculum.

Within the more established subjects, assessment is used to identify and address misconceptions. However, across the curriculum, assessment is not used with enough precision to identify gaps in pupils' knowledge. Some pupils make repeated errors, including in their writing across the curriculum.

As a result, pupils embed misconceptions. This makes it difficult for them to build their knowledge.

The school prioritises teaching pupils to read.

This starts in the pre-school where children enjoy books that excite them about reading. While learning to read, pupils read books that match the sounds they know. This helps them to develop their confidence and fluency.

The school promotes a culture of reading. Pupils have daily opportunities to share books. For example, younger children use teddies as 'reading buddies' to share their stories.

The school has developed the curriculum in early years. The curriculum considers the knowledge children need to know and remember to prepare them for future learning. For example, children in pre-school secure their knowledge of numbers up to 5 through a range of number activities.

The school's actions to develop the provision in early years are beginning to make a difference. However, it is still early days.

Most pupils want to do well.

They show positive attitudes to their learning, but this is variable. Pupils behave better when the curriculum is well matched to their needs. However, on some occasions, low-level disruption hinders pupils' learning.

This can go unaddressed. The expectations of pupils' behaviour are sometimes not high enough. As a result, pupils experience lost learning time.

The school is working hard to improve attendance. Pupils value the 'attendance cup' that promotes high attendance. They say it is important to come to school every day to learn.

The school has created an effective curriculum that extends beyond the academic. Pupils understand the fundamental British values to be well prepared for life in modern Britain. They have a lived experience of democracy by voting for pupil leadership roles, such as 'house team captains'.

Pupils are encouraged to be responsible and active citizens. For example, 'school council' choose a charity to raise money for. Pupils have a secure understanding of equality through their knowledge of the protected characteristics.

As a result, they are inclusive of others.

The governing body has been strengthened since the previous inspection. As a result, they are holding leaders more effectively to account.

Both governors and leaders are mindful of staff well-being and workload. Staff value this as well as the training they receive to support curriculum development.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The knowledge pupils need to know and remember is not identified with enough precision across the curriculum. As a result, some pupils do not build their knowledge securely and so they are less prepared for future learning. The school must identify the precise knowledge pupils need to learn and develop staff expertise to implement the curriculum effectively.

Staff do not use assessment well enough to check pupils' understanding. Some pupils embed misconceptions and subsequent learning does not build on what pupils know and can do. The school needs to ensure that assessment is rigorous across the curriculum to help all pupils learn the curriculum well.

• The expectations of pupils' behaviour are not always high enough. As a result, low-level disruption impacts the learning of others. The school must ensure that there are equally high expectations of pupils' behaviour by consistently applying the behaviour policy.