Two Rivers Church of England Primary

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at Two Rivers Church of England Primary School. They describe the school as a welcoming place, where everyone is kind and respectful.

Staff give pupils the courage and confidence to try new things. All pupils, including those with special educational needs and/or disabilities (SEND), achieve extremely well.

Pupils consistently meet the high expectations adults have of them.

They behave extremely well, both in and outside the classroom. As a result, the school is a calm and purposeful place to learn. This starts in the early years, where children show high levels of independence by listening, sharing and being thoughtful of one another.
.../>Relationships between staff and pupils are warm and respectful. Pupils understand how their 'friendship mending charter' helps them to resolve any issues that may occur. They trust adults to listen to them and help them with any worries they may have.

Pupils enjoy the wide range of clubs on offer, such as cricket, art and computing. They relish the opportunities they have to become eco councillors, spiritual and sport leaders and members of the school council. They say leaders listen to their ideas.

These roles make them feel part of shaping the growing school.

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

Leaders and staff have the highest ambitions for every pupil. They have created a curriculum that is designed exceptionally well.

Starting in the early years, leaders have carefully considered precisely what pupils need to know and when they need to know it.

Leaders, including those from the trust, support teachers to ensure that they have the subject expertise to teach the planned curriculum effectively. From the early years onwards, teachers expertly check on what pupils know and can do.

They use this information skilfully to adapt future learning. They help pupils to remember the important content, so they can use it for more complex learning. As a result, pupils learn exceptionally well across the curriculum.

For example, in computing, pupils in Year 1 learn how to create a simple computer programme. In Year 2, pupils build on this well. They develop their programming skills when creating an electronic quiz.

Reading is a priority at the school. Pupils read a wide range of texts with increasing fluency and accuracy. They say reading 'helps their brains to learn new things' and enables them to build their knowledge of concepts, such as tolerance and fairness.

Children begin learning phonics as soon as they start school. All staff benefit from the training they receive to deliver the school's phonic programme expertly. Books that pupils read match the sounds they learn, which helps them to gain confidence.

Leaders track pupils with precision. If pupils fall behind, they rapidly receive support to enable them to catch-up quickly.

The mathematics curriculum is equally ambitious.

Teachers break down learning into small steps. They present new information clearly and model mathematical vocabulary well. This starts in the early years.

Children use words such as 'straight' and 'curved' confidently when describing shapes. As pupils move through the school, they build on this strong start. They confidently use their knowledge of fractions when solving more complex problems.

Leaders are ambitious for what all pupils with SEND can achieve. They expertly identify pupils' additional needs. Staff know pupils well and ensure that they receive the support they need.

Pupils' plans are precise and well thought out. As a result, pupils with SEND show high levels of independence and learn the same ambitious curriculum as their peers.

Pupils' attitudes to learning are excellent.

Children learn the routines of school quickly and are eager to learn. Across the school, pupils demonstrate high levels of respect for each other, staff and visitors.

Leaders prioritise the wider development of pupils.

They provide pupils with a wide range of opportunities, which align to the school's values. Pupils know what it means to be a good friend. They have a mature understanding of tolerance and equality.

Pupils develop their character by organising events, such as litter picking and recycling. This makes them feel proud and enables them to help others in the community.

Trustees and governors are highly ambitious for the school.

They know the school's strengths and robustly hold leaders to account for their actions. Staff are proud to work at the school. They value the support that leaders and trustees provide them to develop their subject expertise.

Staff appreciate how leaders consider their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that keeping children safe is everyone's responsibility.

They provide staff with up-to-date safeguarding training. Staff use this vigilantly to spot the signs that indicate a child might be at risk and act quickly. Leaders work well with a range of professionals to ensure that these vulnerable pupils and their families receive the help they need.

Leaders make the right safeguarding checks during recruitment.

Pupils understand how to stay safe in the real and online world. They know the importance of not sharing personal information and to report any concerns to a trusted adult.