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Vittoria Primary School continues to be a good school.
What is it like to attend this school?
Vittoria Primary School is a happy place. Pupils like the wide range of activities that school provides for them, such as learning about pondlife in the school's pond.
They enjoy visiting places of interest, the school's overnight experiences, such as 'Space Camp', and other opportunities to collaborate with dance and art companies which are typically linked to what they learn in class. They enjoy breaktime, using the climbing wall and climbing frames, and running energetically with friends. Pupils with special educational needs and/or disabilities (SEND) are fully included in school life....
Pupils play and interact positively across the different year groups.
Pupils talk confidently and positively about the school. They know what their teachers expect of them.
They behave sensibly. Pupils said that bullying is rare and dealt with quickly. They said that if other pupils misbehave, adults quickly step in, helping everyone to make the right choices.
Pupils feel safe at the school. They are confident that they can go to any of the adults in school if they have any worries or concerns.
Staff have high expectations for every pupil.
They make sure pupils are well prepared and ready for secondary school.
What does the school do well and what does it need to do better?
Leaders have made sure a broad curriculum is in place across the school. They have written plans for all year groups in each subject from Year 1 onwards.
Curriculum leaders have thought carefully about how particular subject knowledge and experiences build, year on year, in their individual subject progression maps and plans. But a few subjects do not provide enough clarity, within these plans, about how pupils will build their knowledge over time. For example, in geography, plans outline the skills required in each year group, such as using maps and compasses.
Plans do not include what pupils need to know and remember in the long term when constructing and using maps of increasing complexity.In a very few subjects, it is not always clear how pupils' knowledge in Year 1 builds on the early years planning.Leaders are ambitious that every pupil develops a love of reading.
Phonics lessons begin right from the start of Reception. In Nursery, staff have identified the books they will read to children and the rhymes they will learn. These encourage the youngest at the school to talk with others and join in with rhymes.
Phonics lessons help pupils to learn the sounds they need to read successfully. Pupils who find reading difficult get the extra help that they need to catch up quickly.
All pupils achieve well.
Staff identify pupils with additional needs quickly. Pupils with SEND get the help they need. For example, pupils with SEND may receive extra adult support, resources or practical equipment to help them learn.
Pupils who struggle with their feelings, especially after the COVID-19 pandemic, have extra help. Leaders have ensured all staff are trained to provide trauma support. Caring relationships, between staff and pupils, support pupils to grow in confidence.
Leaders have high expectations for good behaviour. These high expectations, shared by all, help lessons to progress smoothly.
Teachers check that pupils are remembering what they have been taught.
They follow a sequence that builds on pupils' prior learning. They explain any new learning to pupils clearly. Teachers regularly engage in a range of training and coaching support.
They benefit from the expertise of two highly experienced curriculum leaders in mathematics and science which is strengthening further teachers' very good subject knowledge. They know where pupils may struggle and put support in place promptly so that pupils do not fall behind.
Pupils enjoy a wide range of activities that support the curriculum.
Leaders make sure that all pupils have equal opportunities to participate in these activities. Pupils talk about the outings they have been on, the range of after-school clubs and the opportunities they have to help others. They value the many roles of responsibility they can take, including school councillors, 'lunch bunch' ambassadors and eco councillors.
Staff enjoy working in this school. They appreciate that governors and school leaders consider their well-being. Teachers said that leaders act on any concerns, including taking steps to reduce their workload.
Governors are well informed about the school's priorities. They have kept abreast of staff's and leaders' workload and well-being by reviewing staff questionnaires and talking to school leaders.
Safeguarding
The arrangements for safeguarding are effective.
All staff have a good understanding of the most recent changes to guidance on how to keep children safe. Leaders have reflected on making procedures even stronger in light of the new guidance. Staff receive effective safeguarding training.
They know what to do if there are any concerns. They swiftly identify those who may need help. When appropriate, staff work closely with parents and families.
They engage with a wide range of external agencies to provide the necessary support.
The school's personal, social and health education curriculum supports pupils' understanding of safety, including online, and where to get help if they need it.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, planning lacks details about what pupils need to know and remember in the long term to deepen their learning over time.
In a very few subjects, planning does not consider what children learn in the early years. Leaders need to ensure sufficiently detailed curriculum planning which builds on the learning in the early years is in place in all subjects. ? The school's curriculum is not yet sufficiently well planned and sequenced in some subjects.
However, it is clear that leaders have already taken action to plan next year's curriculum and to train staff in how to deliver it. For this reason, the transitional arrangements have been applied.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.
Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.
This is the second section 8 inspection since we judged the school to be good in November 2011.
