Weeton St Michael’s Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to belong to this small school. Their well-being is central to the school's work. Pupils are kind and respectful.

Older pupils model positive behaviour to children in the early years. They trust that staff keep them safe.

Since the previous inspection, pupils' learning has been transformed.

The school has successfully strengthened the curriculum. Its expectations for pupils' achievement have risen. Pupils work hard in all year groups to rise to these aspirations.

Across each year group, most pupils achieve well, including those with special educational needs and/or disabilities (SEND).

Children in the early years play and ta...lk in a welcoming and attractive space. Pupils behave well in lessons, and they are polite around the building.

Pupils are considerate of each other's needs. They show an interest in each other's views and ideas. Pupils demonstrate the school's values, including empathy and respect.

For example, they show interest in each other's ideas and views.

Pupils enjoy a variety of exciting experiences to broaden their learning, including visits to museums, the theatre, and residential trips. The school offers a wide range of extra-curricular clubs, such as rugby, construction and indoor dodgeball.

Pupils are encouraged to take on responsibilities and develop their leadership skills. For example, pupils act as house captains and monitors.

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

The school has taken resolute action to improve the quality of education on offer to pupils.

Staff have designed and implemented an ambitious curriculum for all pupils. The school has carefully identified the knowledge pupils need to know and remember from the early years through to Year 6. Subject content has been broken down into small steps of learning.

These steps have been carefully ordered so that pupils build on what has been taught before.

The school has developed staff's expertise across a range of curriculum areas. Staff select appropriate resources to inspire and motivate pupils to learn the content of the curriculum.

This supports them to achieve well. Children get off to a good start straight away in the Reception Year. Staff prioritise the development of children's communication and language skills.

For example, children learn to listen to stories and enjoy joining in with them.

Staff check carefully that pupils understand important concepts before introducing new ideas. Staff regularly revisit previous learning to help pupils remember essential knowledge.

They are quick to help any pupils who may be struggling with learning

The school has overhauled the provision for pupils with SEND. It has clear procedures for detecting pupils' needs at an early stage. The school takes guidance from external agencies to help provide pupils with the support they need.

Staff are mostly skilled in adapting lessons to help pupils access curriculum content. However, occasionally, the support that the school provides for pupils with SEND does not match pupils individual needs. This hinders how well some pupils with SEND achieve.

The school has introduced a new phonics programme and has provided extensive additional training for staff. In the main, pupils enjoy early success reading books with the sounds that they know. Younger pupils read with increasing skill and fluency.

Older pupils who have gaps in their reading knowledge receive the support that they need to catch up. Even so, some staff are less confident in delivering the new phonics programme. At times, this means that some pupils do not learn to read fluently as quickly as they should.

The school promotes the love of reading well. Pupils enjoy listening to the stories their teachers read daily. Older pupils appreciate the range of high-quality books they can choose from.

Staff implement the school rules consistently well. This ensures that pupils can learn in a calm environment. The school ensures that any behaviour incidents are dealt with quickly and positive relationships are restored swiftly.

Learning is rarely interrupted. The work the school has done to secure high attendance is effective. Nearly all pupils attend school regularly and on time.

Pupils' personal development is at the very centre of all that the school has to offer. Pupils learn about the principles of fundamental British values and understand how to live them out. For example, pupils take pride in knowing that the law keeps them safe and that all groups of people should be treated with equal respect.

Pupils enjoy a variety of opportunities to enhance their talents. For example, they are proud of their Young Citizens' Club, which helps them to give back to the community they belong to.

Leaders at all levels have been sensitive to staff workload during a time of considerable change.

They work well with the local authority and nearby schools to draw on external expertise and to review their work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, the support for pupils with SEND is not as effective as it should be.

This means that, on occasion, some pupils struggle to access their learning. The school should ensure that the standard of support for pupils with SEND is consistently high. ? Some staff are getting used to the new phonics programme that the school has introduced.

There are some inconsistencies in how well it is being delivered. This means that some pupils do not learn to read fluently as quickly as they should. The school should ensure that the phonics programme is delivered consistently well across the early years and key stage 1.