West Meon Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this caring village school. They model the school's values of 'creativity, courage and respect' wonderfully.

Pupils speak with enthusiasm about completing local hiking routes, and how overcoming challenges helps them to grow in confidence. Pupils are kind and polite. Older pupils love their leadership responsibilities, such as being house captains.

They care for younger pupils in the school and help to make sure that playtimes and lunchtimes are supportive, calm environments.

Staff have high expectations of pupils' behaviour. Pupils listen, take turns and respond well to instructions.

Staff and pupils have very positive relationsh...ips. If any pupils find managing their own behaviour challenging, they receive considerate and effective support. Pupils attend school regularly.

If any pupils are at risk of lower attendance, the school does all that it reasonably can to help pupils respond successfully.

Staff have high expectations of what pupils can achieve. Pupils, particularly disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND), learn the curriculum well.

The school is determined for all pupils to succeed across the full curriculum. Staff are dedicated to meeting the needs of each pupil individually. By the end of key stage 2, pupils are well prepared for their next stage of education.

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

The curriculum is ambitious for all pupils. In most subjects, sequences of lessons help pupils to build their knowledge effectively. For example, in music pupils learn to identify and describe 'pitch' linked to different instruments in an orchestra successfully.

In history, pupils talk about their learning enthusiastically, with clear understanding of timelines and knowledge of different kings and queens.

Staff have strong subject knowledge. In most subjects, staff check pupils' knowledge and understanding well to help adjust the curriculum and adapt learning for different pupils.

The school identifies the needs of pupils with SEND quickly and ensures that lessons and resources are adapted to match their needs closely. However, some of the activity choices to help pupils learn the intended curriculum are not as effective as they could be. In some subjects, staff do not check how well pupils have learned the curriculum effectively.

Some pupils do not build on their prior knowledge as strongly as possible. As a result, a small number of pupils do not achieve as highly as they could.

Reading is prioritised.

The school has a sharp focus on phonics and early reading to help pupils build their phonics knowledge well. Staff deliver the phonics programme systematically. If any pupils fall behind in reading, they receive help and catch up with their peers quickly.

Staff help pupils with SEND access the curriculum and succeed in their phonics learning. Pupils become confident, fluent readers with a genuine love of books.

Children make a positive start in the early years.

Staff model positive relationships and effective behaviour management, celebrating achievements and supporting individual children appropriately. Children in the early years focus and engage in their learning purposefully. They respond particularly well to early reading and mathematics activities, as well as the many opportunities for them to be creative, such as junk modelling or responding artistically to cultural events, celebrations and festivals.

The school provides a wide range of opportunities to develop pupils' talents and interests positively. School clubs are used well, including activities such as chess, art and sporting activities such as netball and football. Disadvantaged pupils consistently benefit from the school's personal development programme.

Educational visits help pupils to connect their learning meaningfully, as well as develop pupils' resilience and sense of well-being.

Pupils feel safe. They know how to keep themselves safe, including when online.

Pupils learn about their physical and mental health thoughtfully. Pupils say, 'We have learned what to do if you don't feel very happy, and how to change it.' The personal, social and health education curriculum has a strong impact on pupils' character.

Pupils learn how to be respectful, responsible citizens. Pupils' behaviour and attitudes develop to be very positive by the end of key stage 2.

The school has a clear vision of high-quality education for all pupils.

Governors and the whole school community work in partnership effectively. Governors understand their roles and responsibilities and contribute strongly to ongoing school improvements. Staff are united in their commitment to helping every pupil achieve highly.

Staff appreciate how they are supported to help manage workload successfully.

Parents and carers are supportive. They appreciate the commitment of the staff team and recognise the many recent positive changes under the direction of the new school leadership team.

One parent summarised the thoughts of others, saying, 'The school is warm, caring and nurturing. Children thrive here.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects and subject areas, the school's use of assessment is not consistently as effective as it could be. As a result, a small number of pupils do not build on their prior knowledge as securely as they could. The school should continue to refine its approaches, ensuring staff check pupils' knowledge systematically, making precise adjustments to lessons and the curriculum where needed.

• Some activity choices within some subjects do not give pupils the opportunities they need to deepen their knowledge and understanding. As a result, pupils' learning is not as strong as it could be across all curriculum areas. The school should ensure that all subjects are implemented consistently well so that the curriculum, and pupils' learning is strong across all areas.