Victoria Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Victoria Primary Academy are proud of their school.

They recognise that their school has gone through a period of change and they can explain how this has made school better for them.

Leaders are committed to developing strong relationships with the wider school community. They understand that parents and families would like to get to know them better.

Senior leaders and teachers are available, and easily identifiable in named jackets, at the start and end of the school day.

Leaders have clear expectations for what all pupils can and should achieve. Pupils, including children in the early years, understand these expectations and they work h...ard to achieve them.

Pupils are respectful of each other and of the adults in the school.

The positive expectations of pupils' behaviour are understood by all. Both pupils and staff recognise how these have changed and improved.

Movement around the school is calm and orderly. There is little disruption in lessons. Bullying is rare, and staff are quick to deal with any incidents.

Leaders acknowledge that they need to widen the experiences and opportunities offered to pupils. They have organised various learning experiences that pupils can access throughout the school year. There is also a wide range of after-school activities that pupils are encouraged to attend.

These include coding, construction, cross country, biking, dance and many more.

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

There is a sharp focus on the quality of education in Victoria Primary Academy. Leaders have given careful thought to what they want pupils to know, remember and be able to do in each subject.

Curriculum thinking is clear and well sequenced. English and mathematics are well embedded from Nursery through to Year 6. In these subjects, there are focused opportunities to check pupils' understanding and identify misconceptions accurately.

Teachers provide pupils with purposeful feedback to support their learning.

Reading is a priority throughout the school. Strong, systematic reading routines begin in the early years.

Children take an active part in their phonics sessions. They learn to decode sounds and blend them into words. There is an emphasis on using pure sounds.

Adults provide additional support to any pupil who may find learning to read more challenging. Leaders understand the importance of precise assessment procedures which support pupils in becoming accurate and fluent readers. However, the books that pupils take home are not always matched to the sounds that children know.

This makes learning to read difficult.

Leaders are continuing to review and refine what is taught across the wider curriculum as they move into the second cycle of delivery for each subject. In all subjects, the curriculum has been carefully designed to help pupils to build on what they have learned before.

However, in foundation subjects assessment processes are not yet used well enough to routinely identify gaps in knowledge or misconceptions in learning.

There have been recent leadership changes for pupils with special educational needs and/or disabilities (SEND). These changes have focused on improving contact with the parents of pupils with SEND.

Many parents feel that the support available to pupils in school, and for their whole family, is both proactive and effective. The processes for identifying and supporting pupils with SEND are robust. Pupils with SEND access the curriculum alongside their peers.

Their needs are met and they achieve well.

Clear routines and expectations mean that children in the early years get off to a strong start in their learning. The calm and purposeful learning environment encourages children to develop their curiosity and independence as they learn.

In lessons, children focus intently. They are respectful of adults and each other. Staff work closely with parents.

They deliver parental workshops to show how children learn in the Nursery and Reception classes.

Pupils in school take on various roles and responsibilities. Some have been elected to the school council and others have become reading ambassadors or have joined the eco council.

Pupils take these responsibilities seriously. Leaders promote equality of opportunity effectively and pupils appreciate and respect diversity. However, pupils have a limited understanding of the distinctiveness of different faiths.

Leaders have planned a series of events to build stronger links with the different faith communities in their local area. They recognise the importance of this.

Staff workload, mental health and well-being are priorities for leaders.

Staff feel well supported. They work hard because they want to offer the best experience for the pupils in their care. This commitment is recognised and appreciated by leaders.

Trust leaders have developed a clear assurance structure. This informs them of what is going well and what needs further improvement. The local governing board uses this structure to support its work.

Governors are knowledgeable about the school's work. They hold leaders to account effectively.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong safeguarding culture in the school. Staff receive regular training that allows them to identify and report safeguarding issues promptly. Regular safeguarding briefings ensure all staff are aware of concerns and there are clear processes in place to keep pupils safe.

Pupils learn how to stay safe in their 'Monday Victoria promise' assembly, as well as through the wider curriculum. Pupils can demonstrate how to stay safe online and they know how to report any concerns. Pupils feel confident about speaking with staff if they hear or see anything that makes them feel uncomfortable.

They can explain what they would do in different circumstances that might place them at risk.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some of the books that pupils use to practise reading are not well matched to their phonics knowledge. This is hindering some pupils from learning to read with fluency.

Pupils' reading books should connect closely to the phonics sounds that each pupil is able to read with accuracy. This will allow them to practise their reading and develop fluency. ? In the wider curriculum, teachers do not routinely check what pupils know and remember.

This means that they may not identify gaps in knowledge or misconceptions in pupils' learning. This limits how well pupils are able to build on what they already know. Leaders must ensure that purposeful assessment is used to support pupils to embed and use knowledge with confidence.