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Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school's work may not be as strong as at the time of the previous inspection. The school's next inspection will be a graded inspection.
The head of school in this school is Aaron Rush. This school is a single academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Maria Potter.
What is it like to attend this school?
Pupils enjoy attending school. There are positive relationships between adults and pupils. Pupils enjoy chatting to staff and visitors.
Pupils are safe in school. They k...now there are trusted adults in school that will help them if they need it. Pupils understand the risks of the internet and know how to stay safe online.
Pupils are well behaved. They move around the school sensibly. Pupils help each other with work in class.
However, a number of pupils 'switch off' during lessons and do not concentrate. This tends to occur when work is too easy or too hard. Bullying is not an issue at school.
Pupils recognise that it can happen, but they are confident that adults will act quickly should it occur.
Pupils enjoy the opportunities they have to take on responsibilities. For example, members of the school council have helped to improve the outdoor environment.
Pupils contribute positively to the community. They support the local food bank and raise money for charities such as Children in Need.
The school wants the best for its pupils and to help them succeed.
Too many pupils have gaps in their learning. However, the school's ambition is not yet realised.
What does the school do well and what does it need to do better?
Pupils study a wide range of subjects.
The school has begun to review the curriculum. However, the school has not identified the most important things that pupils must know in some subjects. This means teachers are not clear about the content they should teach or how to build on what pupils have learned before in these subjects.
Where important knowledge has been identified, teachers do not always teach this. As a result, pupils do not develop the depth of understanding that they should in some subjects.
The school does not use checks on learning carefully enough.
Sometimes, the misconceptions pupils have and the mistakes they make are not identified during lessons. For example, the school does not teach early writing skills well enough. Many pupils do not form letters accurately.
This often goes unchecked. Other pupils find work too easy. The school does not recognise this quickly enough and provide further challenge.
As a result, some pupils do not learn as well as they should.
Some children struggle to develop their reading skills in the Reception class. Children start to read as soon as they start school.
The school has introduced a new approach to the teaching of reading. It has provided staff with training. However, there have been significant changes in staff.
As a result, the school has found it difficult to maintain a consistent approach to how reading is taught. Teachers check that pupils are keeping up. Sometimes, these checks are not accurate.
This means that some pupils find it hard to learn new sounds in phonics lessons. As a result, some pupils struggle to read their reading books.
The school establishes positive relationships with parents as soon as their children join the early years.
Children are inquisitive and eager to learn. The environment is well organised and staff encourage children to develop independence. However, the school has not clearly identified what children must learn as they move through the early years.
As a result, some children are not ready for their next steps. The school is reviewing the early years curriculum.
There are accurate systems to identify pupils who have additional needs.
The school puts plans in place to support pupils with special educational needs and/or disabilities (SEND). However, these plans are not precise enough. Sometimes, the activities these pupils complete do not take account of their needs.
The school is sometimes too slow to secure and act on external advice when needed. As a result, some pupils with SEND do not learn as well as they should.
The school celebrates and encourages individuality.
Pupils are encouraged to share their ideas and opinions. The school involves all pupils in the life of the school. As a result, pupils are respectful of others with different beliefs or backgrounds.
The mental well-being ambassadors promote positive mental health in school. This helps pupils to talk confidently about the benefits of positive mental health.
The school has taken steps to make improvements this year.
Leaders recognise there is still more work to do. Staff find the workload placed on them difficult to manage.However, they appreciate the support they receive from leaders.
Staff recognise the work they do will help to improve the school. The governing body has an accurate view of the school. The governing body has worked closely with the local authority and a multi-academy trust to get additional support.
This has helped the school to make some improvements.
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 has not identified important knowledge in some subjects, including in the early years.
As a result, pupils do not build on what they know or can do in these subjects. The school should review curriculum plans to ensure that important knowledge is clearly identified and enables pupils to build on what they know and can do as they move through the school. ? The school does not check how well pupils are learning carefully enough.
This means misconceptions are not corrected and pupils have gaps in their learning. Some pupils' learning is not extended, and they could learn more. The school should ensure that it checks what pupils have learned and act quickly to provide further support and challenge when needed.
• Some pupils with SEND do not receive the support they need. As a result, some pupils with SEND do not achieve well enough. The school should ensure that pupils with SEND receive effective support that is well matched to their needs.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2020.
