William Alvey School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are punctual and eager to arrive at this school every morning. They say that they look forward to learning new things every day.

The 'living museum' in the on-site air raid shelter, for example, brings the curriculum to life.

The relationships between staff and pupils are positive. Teachers know the pupils in their classes well.

Pupils in Year 5 act as 'buddies' for younger children in the early years through to Year 1. This helps younger children settle quickly into this large school. Pupils say they feel safe and happy.

Staff have high expectations of pupils. Pupils are polite and demonstrate good manners. They greet visitors with 'good morn...ing' and 'good afternoon'.

During lesson changeover times, pupils known as 'corridor captains' are on hand to open doors and keep the corridors tidy. This helps maintain the calm learning environment around the school.

Pupils have a good understanding of what bullying is.

They say it rarely occurs. They are very confident that teachers will not tolerate any form of bullying.

Many parents and carers agree that this school is a place where pupils thrive and flourish.

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

The curriculum is broad and ambitious for all pupils. Subject coordinators make sure that learning builds appropriately on what pupils already know. They ensure that pupils revisit the most important concepts.

Subject plans also identify the key vocabulary that pupils need to know and remember. Many pupils acquire this specialist vocabulary and use it accurately. Pupils with special educational needs and/or disabilities (SEND) are extremely well supported and achieve as well as their peers.

Leaders are yet to ensure that the curriculum is securely and consistently embedded in all subjects. Some foundation subject plans are very new. Teachers have only recently started to use these plans to teach pupils.

Teachers have good subject knowledge in many of the subjects they teach. In subjects such as mathematics and history, teachers use their subject knowledge expertly to help pupils remember the most important knowledge. Some teachers, however, still need further training to enhance their own subject knowledge.

Pupils demonstrate positive attitudes to their learning. Many pupils describe school as a place where they can learn. Occasionally, pupils can engage in off-task behaviour.

Teachers deal with this type of behaviour swiftly.

Children rapidly learn to read. They start to learn the sounds that letters make as soon as they start the Reception year.

Teachers are ambitious and teach children four sounds a week. They match the books that children read precisely to the sounds that they know. Teachers assess children's knowledge of sounds every day.

If a child falls behind, a highly trained adult supports them to catch up quickly.

Every pupil reads every day. Older pupils explore extracts from books such as 'The Wolves of Willoughby Chase'.

This introduces pupils to different genres. Pupils are encouraged to pick books to read for pleasure. On their birthday, some pupils donate a book that they enjoy reading to the school library.

This helps pupils share their love for reading with others.

Children in the early years get off to a good start. Adults carefully plan learning activities for children in the outdoor learning areas.

They match activities closely to children's identified next steps. Teachers teach more formal elements of the curriculum with clarity. Children respond well.

They quickly learn to count. They use mathematical language such as 'altogether' and 'subitize' with confidence.

The curriculum provides opportunities for pupils to understand how to stay healthy and how to stay safe online.

There is a range of sports clubs from which pupils benefit. Pupils say that they learn how to use self-control to help them deal with feelings of anger. Pupils also benefit from age-appropriate relationships education.

Trustees and governors are effective at holding leaders to account. Staff are very proud to work at William Alvey School.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that all staff receive regular safeguarding training. This helps staff keep abreast of emerging local and national safeguarding issues. All adults in the school understand how to record and report a concern about a pupil.

Teachers are vigilant. They report anything they believe may indicate that a pupil may need help.

Leaders take effective and swift action to safeguard children.

They work with external agencies to support pupils and families that are most vulnerable. At times, however, some of the safeguarding documentation is not as well organised as is needed.

Pupils know they can share a worry with any of the adults in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have ensured that the curriculum planning sets out the sequence of pupils' learning in all subjects. They have identified the important knowledge that they want pupils to learn. Some of this planning is relatively new in some foundation subjects.

The teaching in these subjects is still not consistently well embedded. As a result, pupils are unable to gain a depth of knowledge across the full curriculum. Leaders should ensure that teaching in all subjects is consistently well embedded in order to help pupils successfully build their knowledge and understanding over time.

• Some teachers do not have the necessary subject knowledge to teach some parts of the curriculum effectively. These teachers do not use the resources provided well enough, to impart the most important knowledge so that pupils remember it. Leaders must ensure that all teachers have the appropriate subject knowledge and training to deliver subjects they teach well.

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