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Pupils rise to the school's high expectations: 'be respectful, be responsible, be safe, be ready to learn'. At Powers Hall, everyone looks after each other. Consequently, pupils feel safe and happy.
Pupils feel proud of their school. They are confident about talking to an adult if they have any worries. The daily 'Meet and Eat' sessions are extremely popular and help pupils feel settled and ready to learn.
Pupils learn the routines of good conduct. Around the school and in lessons, pupils are attentive and well behaved. Pupils are kind and helpful.
They are respectful to adults.
Pupils happily take part in class discussions and have a clear understan...ding of how to improve their learning. Pupils with special educational needs and/or disabilities (SEND) achieve well alongside their peers.
Pupils enjoy reading and they can present ideas for the books they would like teachers to read to them.
Pupils eagerly take on leadership roles, such as Playground Pals or school councillors. Pupils also enjoy and benefit from a range of clubs, particularly in sports.
Carefully thought-out trips and other memorable experiences enrich the curriculum. They deepen pupils' learning and contribute well to their wider development.
What does the school do well and what does it need to do better?
Leaders and trustees have made significant improvements to the curriculum, pupils' behaviour and attitudes and their personal development since the previous inspection.
The school's strong focus on the quality of education ensures that pupils learn a stimulating and ambitious curriculum. The curriculum is carefully constructed. It grows more complex as pupils move through the school.
For example, older pupils independently find out about the American civil rights movement because they have learned how to conduct historical research. The school ensures that pupils have solid foundations on which to build new learning.
Teachers have strong subject knowledge.
They present learning clearly, which helps pupils to achieve well. Teachers quickly identify if a pupil has misunderstood something so they can correct this. Adults check that pupils remember what they are taught.
Teachers design activities to help pupils to recall and apply their knowledge.
The school ensures that pupils with SEND are identified quickly. This means that teachers can swiftly make adaptations to learning.
The school collaborates well with external agencies to secure additional support when needed. As a result, pupils with SEND access the full curriculum and achieve well.
The reading curriculum has been carefully structured.
Adults teach the school's phonics programme well. Those pupils at an early stage of reading, or who find reading difficult, have effective extra support to ensure that they catch up with their peers. Pupils learn to read fluently and with confidence.
As pupils become capable readers, they can select from a wide range of books they enjoy. Adults regularly read to pupils. This provides opportunities for pupils to experience new books they may not otherwise discover.
Pupils attend school regularly and behave well. When some pupils need additional help with their behaviour, they receive clear guidance from adults. The school provides well-tailored support for pupils' social and emotional needs.
This provision is highly valued because it helps create a calm and purposeful environment for learning.
Pupils benefit from the well-considered personal development programme. Pupils understand the importance of respecting individual differences, equality and diversity.
As a result, whatever a person's background or beliefs, pupils treat everyone fairly.
The trust maintains a clear and strategic oversight of the school. The trust holds leaders accountable for the school's provision.
It balances this with appropriate support.
Senior leaders have an accurate understanding of what the school does well. They also know where it needs to improve.
However, some subject leaders are not as knowledgeable about the requirements of their roles as others. They are still learning how to keep their areas of the curriculum under review.
Most staff value the support provided by senior leaders.
In particular, they appreciate how senior leaders help them manage their workload.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• While subject leaders often know their curriculum areas well, a few subject leaders do not have the full depth of understanding they need to carry out their roles effectively.
They do not always evaluate how well the curriculum is working in their subject. As a result, they do not always provide the high-quality support that teachers need to implement the curriculum as leaders intend. The school should ensure that all subject leaders receive the support and training they need to carry out their roles effectively.
