Whitehorse Manor Infant School (Brigstock site)

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this happy and respectful school. Pupils are proud of their school and the value of 'care' is reflected in pupils' day-to-day conduct.

The school has high expectations of pupils' behaviour and what they can achieve.

Pupils work hard and behave well in lessons. Pupils achieve well here in a range of subjects. Pupils know that they can speak to a trusted adult if they have a worry or feel sad and that this adult will help them.

Pupils feel safe here.

Attendance remains a priority for the school. Leaders know that attendance is not high enough.

The school is taking appropriate action to support pupils and families so that... attendance continues to improve and the number of pupils who are persistently absent reduces.

Pupils are given opportunities to take on positions of responsibility and are encouraged to help others. For example, pupils in the 'Eco team' worked with leaders to encourage the recycling of batteries and members of the school council sang in a local supermarket to raise money for a foodbank.

Leaders provide a range of clubs including football, choir and dance club. These activities help pupils to develop their talents and pursue their interests.

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

Reading is given priority here.

Children are taught to read as soon as they join Reception. This is because leaders want all pupils to read fluently and confidently without delay.

Pupils are given opportunities to visit the local library and are read to daily.

Older pupils from the junior school read with younger pupils and the school 'gifts' pupils reading books that they can keep. These experiences develop a love for reading.

Staff are trained to teach phonics effectively.

Therefore, the reading programme is delivered consistently. Pupils practise reading books that are closely matched to their reading ability. This helps pupils to become fluent in their reading.

Staff regularly check the sounds that pupils have been taught. This helps staff to identify pupils who need help to keep up. Leaders know that writing outcomes at the end of Year 2 were below national expectations.

The phonics programme is having a positive impact on the standard of writing.

Leaders have designed a well-structured curriculum which starts from the early years. The curriculum makes it clear what pupils need to learn and when, building on prior learning.

For example, pupils in Year 1 recall what they have been taught about senses and describe how their senses help them to keep safe. Teachers have secure subject knowledge, and this means the curriculum is delivered effectively. However, in some subjects the key knowledge and skills that the school wants pupils to know and remember is not made explicit.

As a result, some pupils develop misconceptions and have gaps in their learning.

Children in Reception use vocabulary such as 'sour', 'crunchy' and 'raw' when tasting a variety of vegetables. They are keen to talk about new experiences such as encountering a black carrot.

This is because adults emphasise the key language that children need to know and remember. However, there is more work to be done to ensure that adults across the school model language effectively and extend pupils' vocabulary and sentence structure across the curriculum.

Leaders expect pupils with special educational needs and/or disabilities (SEND) to achieve as well as their peers.

Pupils with SEND are effectively and quickly identified. The school works closely with external professionals such as occupational therapists and speech and language therapists who provide training and advice to staff. Pupils with SEND access the curriculum alongside their peers and achieve well here.

Pupils are enthusiastic learners. They show positive attitudes to their learning because routines and expectations are firmly established. Learning time is not disrupted by inappropriate behaviour.

Consequently, classrooms are purposeful environments.

The personal, social, health and economic education curriculum is well sequenced. Pupils learn about consent and relationships in an age-appropriate manner.

They have been taught that people are all different. Pupils talk about differences sensitively. Pupils explain that you should treat others 'how you would like to be treated'.

Pupils learn how to keep safe within and beyond the school. For example, children in Reception explained that in an emergency they can call 999.

Trustees and members of the academy council know the strengths of the school and what it needs to do to be even better.

There are suitable processes in place for the trust to check the effectiveness of the school. Staff are overwhelmingly positive about the actions leaders take to manage their workload and support their well-being.

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, the subject specific skills and knowledge that pupils need to know and remember are not clearly set out. This means that some pupils have gaps in their learning and have developed misconceptions. Leaders need to ensure the key subject skills and knowledge are taught and check that pupils' misconceptions are addressed.

• Sometimes adults do not model language effectively and extend pupils' vocabulary and sentence structure. Therefore, some pupils miss out on opportunities to hear and practise specific subject related vocabulary. The school should train teachers and teaching assistants effectively so that pupils acquire the vocabulary needed for future learning.

Also at this postcode