Anston Hillcrest Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This school has a climate where pupils are kind, respectful and enthusiastic. High expectations are set through the school's values of kindness, respect, aspiration, teamwork and resilience.

As a result, pupils behave and achieve well. One parent, typical of many, said, 'My child is always supported to reach their potential at Anston Hillcrest.' Adults create a nurturing environment by building strong relationships with pupils.

This means that pupils feel safe and are safe in school.

Pupil leadership teams lead activities effectively on the playground. The 'respect rangers' and 'play leaders' support other pupils in taking turns, playing with others and parti...cipating in new and exciting games.

Pupils enjoy attending additional sports events and competitions. They also take part in many after-school clubs.

The school's curriculum has improved significantly over the last few years.

The curriculum is now broad and ambitious for all pupils. As a result, lessons are calm and purposeful. Pupils are interested in their learning and show resilience when faced with challenging activities.

Pupils, including pupils with special educational needs and/or disabilities (SEND), demonstrate willingness to produce high-quality learning and achieve this in most subjects.

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

Improvements to the curriculum are positively impacting what pupils know and remember across a range of different subjects. In all subjects, the school identifies the knowledge they want pupils to learn and puts this into a logical sequence.

Teachers present this learning clearly to pupils in the classroom. In mathematics, for example, teachers model fractions using pictures to help pupils understand parts of a whole. Consequently, pupils achieve well in national assessments.

In a small number of subjects, the school has not ensured that pupils have opportunities to connect their current and prior learning. As a result, pupils do not build their knowledge as well as they could.

This is a very inclusive school, and the provision for pupils with SEND is a strength.

Pupils with SEND integrate well into the life of the school. This includes the pupils who attend the on-site speech and language unit. The processes for identifying pupils' needs have improved.

Teachers give pupils the support they need in lessons. This helps pupils make progress through the curriculum.

Children are well supported and cared for in the early years.

Staff build effective relationships with parents. This helps children to transition into school life effectively. Children are keen to engage with adults and ask for help when they need it.

They enjoy learning through the range of activities available, including painting, construction and mark making. The school uses a range of approaches to help pupils learn new vocabulary quickly, including through sharing engaging songs and stories.

The school wants pupils to learn to read as soon as possible.

The corridors are filled with books and the library is enticing. Pupils enjoy reading books from a range of authors and genres. Children in the early years begin to learn the sounds they will need to become fluent readers as soon as they start school.

They are well prepared for key stage 1 and improve the accuracy and speed of their reading. Staff identify any gaps that pupils have in their reading knowledge and help them to catch up quickly. However, a few pupils do not consistently receive the most appropriate support at the right time.

This means pupils do not sufficiently learn the skills they need to become fluent in their reading and fall behind their peers.

The school's personal development offer supports pupils to remember important information, such as how to stay safe in the local area. Pupils have strong knowledge of the school's personal, social and health education curriculum.

They know how to look after their mental health and stay safe online. Pupils demonstrate tolerance and respect for each other. However, the school has not ensured that pupils have a strong understanding of different cultures and faiths.

Pupils take up the many visits the school has on offer, such as the trip to a science museum and an overnight residential to Castleton.

Adults apply the school's behaviour policy consistently well. They speak to pupils with warmth and respect.

As a result, incidents of poor behaviour are rare.

Staff are proud to work at this school. Leaders have been mindful of the changes made and have ensured workload is manageable.

This includes trust leaders, who support the school and monitor its effectiveness. Governors and trustees fulfil their roles effectively and hold leaders to account for the quality of education of all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few pupils do not consistently receive the most appropriate support at the right time in reading. When this is the case, pupils can become confused and disengage with learning. The school should ensure that all pupils consistently benefit from the support and guidance they need in order to move their learning forward.

• The school has made several changes to the curriculum over the last few years. A few subjects are less embedded than others. The school should ensure that the curriculum enables pupils to learn the basic principles of those subjects so that pupils have sufficient knowledge to build on what they already know.