Uplowman Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this inclusive school. Pupils know the school's distinctive values well.

They reflect on how they treat others and the importance of being thoughtful and kind. Staff model these values through the pastoral care and warmth they show to pupils. Parents speak highly of the teaching and support that their children receive.

The school has high expectations of pupils' behaviour. Pupils live up to these and demonstrate consistently positive attitudes to learning. As a result, the school has a calm, purposeful atmosphere.

Many pupils look for ways to help each other. Older pupils are particularly considerate of younger children and enjoy ...reading with them. Pupils, of all ages, enjoy being 'class helpers.'



Pupils and parents appreciate the school's extra-curricular programme. The school is determined that pupils have a wide range of experiences. For instance, they attended a classical music concert and visited a local observatory.

Pupils enjoy clubs, such as dance, arts and crafts and a range of sporting activities. The school ensures there are no barriers to pupils participating in such opportunities.

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

Pupils learn a broad and ambitious curriculum.

The school has planned carefully what pupils should learn and when. For example, pupils know how to use historical sources to learn about the past. They apply their skills with expertise and make connections between different aspects of the history curriculum, such as the Victorians or Ancient China.

In most subjects, pupils build their knowledge and skills over time. In mathematics, for example, pupils use their knowledge of number from the Reception Year when learning mathematics in key stage 1. They go on to solve mathematical problems of increasing complexity.

However, in some subjects, pupils do not deepen their knowledge as much as they could. This is because teachers do not always use assessments of pupils' knowledge as well as they could to inform their next steps.

Typically, the school uses professional development well to enhance the quality of teaching.

As a result, most teachers have the subject expertise they need to teach the curriculum successfully. The early years curriculum, for instance, is deliberately planned to develop children's communication and language. However, at times, teaching does not focus sharply enough on developing children's vocabulary.

Pupils are enthusiastic and committed readers. The school celebrates books and literature through a wide range of activities, such as author visits, story times and reading challenges. Children start learning to read early in the Reception Year.

The school chooses books for them that match the sounds they are learning. This builds children's reading accuracy and confidence. Pupils, of any age, who need extra help with their reading get the support they need.

The school adapts the curriculum successfully for pupils with special educational needs and/or disabilities (SEND). It identifies pupils' needs accurately and reviews their support in partnership with parents. As a result, pupils with SEND build their independence and learn the curriculum successfully.

Pupils, of all ages, cooperate well. In the Reception Year, the curriculum develops children's social and emotional skills particularly effectively. Good routines are established for the way children listen to, and treat, each other.

This provides them with a strong foundation to behave and collaborate as they move into key stages 1 and 2.

There is a well-sequenced programme for pupils' personal, social and health education. Pupils learn about healthy relationships in an age-appropriate way.

They know how to keep themselves mentally and physically healthy. The school draws on external speakers to enhance the programme, for example to teach pupils about water safety.

Pupils develop their understanding of spirituality, both through the school's religious ethos and by reflecting on the world around them.

They relish their time in forest school, where they take time to appreciate nature. Pupils learn about different faiths and the importance of being respectful and tolerant.

Pupils learn about democracy by voting for school councillors.

Those chosen are proud to hold their leadership roles. Pupils take on other responsibilities, such as becoming librarians and class helpers. Pupils willingly assist the school and local community.

For instance, they raised money for the village church and a local hospice. These activities develop pupils' understanding of how they can make a positive contribution to society.

There have been recent changes to the governing body.

Governors are supportive of the school but do not always challenge leaders sufficiently. As a result, they do not consistently gain the assurances they should about the impact of the school's work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not always use assessment as effectively as it could. Where this is the case, teaching does not plan well for the next steps in pupils' learning. The school needs to use information from assessments to support pupils more precisely and thereby deepen their understanding of each subject.

Governors do not provide robust challenge to leaders. They are sometimes too reliant on what leaders tell them. Governors should ensure that they provide an appropriate balance of support and challenge to fulfil their role effectively.