Archbishop Sumner Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this welcoming and nurturing school. Parents and carers speak highly of the supportive staff and describe the school as being 'like a family.'

If pupils have any worries, they know they can talk to a member of staff who will swiftly deal with these issues.

The school has high aspirations for pupils and has created an ambitious and inclusive curriculum. Pupils are well prepared for the next stage of their education, and most pupils achieve well by the time they leave the school.

Staff have clear expectations for pupils' behaviour. Pupils understand these expectations and are proud of the recognition they receive for behaving well.... Most pupils are focused on their learning and listen well in lessons.

In the playground, they cooperate and play together calmly.

Pupils enjoy the enriching activities the school provides. Pupils have numerous opportunities to learn to play an instrument.

They participate in different after-school clubs, such as computing, basketball, and gardening. Pupils also contribute to school life. For example, well-being ambassadors run activities for other pupils during playtimes.

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

The school prioritises learning to read as soon as pupils join the school. Staff are well trained and typically deliver the chosen phonics scheme consistently. If any pupils fall behind, they are given effective support to catch up.

Pupils can typically blend sounds to read words. In the majority of cases, the books they read are accurately matched to these sounds. Occasionally, this is not the case, which reduces pupils' ability to progress in their reading skills.

The love of reading is fostered in different ways throughout the school, including daily story time and visits from authors.

The school focuses on developing pupils' language skills. In many subjects, pupils can confidently recall and discuss their learning using the vocabulary they have been taught.

For example, when talking about the art they had created, pupils discussed the techniques they had used. They could also link these techniques to the work and style of different artists.

The school has created a curriculum that matches the breadth and ambition of the national curriculum.

Learning is mostly well structured to ensure that pupils' skills and knowledge progress well as they move through the school. Typically, teachers design learning activities that build on what pupils already know from the early years onwards. This helps them connect learning in a meaningful way.

The needs of pupils with special educational needs and/or disabilities (SEND) are identified swiftly. Pupils are appropriately supported and achieve well. The school makes full use of a wide range of outside agencies to ensure specialist support is provided where needed.

The specially resourced provision has a small number of pupils who are supported to access their learning successfully in mainstream classrooms.

The school has recently changed the curriculum in some subjects. Some changes are not securely embedded.

The school has not ensured that all teachers have the training they need to be able to teach the new subject curriculums consistently. Occasionally, staff do not address pupils' misconceptions. As a result, in these instances, pupils do not learn as well as they could.

Most pupils behave well in lessons and around the school. Any low-level behaviour issues are swiftly dealt with by staff. The school is doing all that it can to improve the rates of attendance and there has been a steady rate of improvement over the last three years.

The school offers support to families to help ensure this, including places in the breakfast club for those that need it.

Pupils' personal development is well supported. They enjoy trips to museums, galleries, and places of worship.

Pupils also contribute to the local community. For instance, the school's brass band plays at a local children's hospital. Pupils understand how to stay healthy, both physically and mentally.

They appreciate and respect differences between people. Pupils know how to maintain healthy relationships and recognise there are different types of families.

The governing body uses its knowledge and expertise well and provides appropriate support and challenge to the school.

Governors are dedicated in continuing to improve all aspects of the school. Parents comment favourably on the progress that they have already made. Staff typically feel their workload and well-being are considered and appreciate the support and training they receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, teachers do not teach parts of the essential knowledge set out in the curriculum in sufficient depth. As a result, some pupils' knowledge is insecure.

The school should make certain that teachers deliver the curriculum as intended, so that pupils are well prepared for the next stage of their education. ? Adults are typically skilled at teaching pupils how to read, including in phonics. However, some adults do not follow the school's own expectations of the phonics programme as consistently as they should.

As a result, some pupils do not build their reading fluency. The school should ensure that all staff have the highest expectations for pupils when going through the phonics programme. They should ensure that the books these pupils read match their phonics knowledge.

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