Babraham CofE (VC) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Babraham pupils' thirst for learning is at the heart of their success.

They enjoy coming to school and value its diverse community. Pupils know they are expected to work hard, behave well and be kind to each other. They rise to these high expectations.

Consequently, most pupils achieve well. They try their best, behave appropriately and look out for each other. Children in the early years settle into routines quickly.

They play and learn cooperatively together.

Some pupils join at different stages of their education. All are welcomed warmly into this friendly and inclusive school.

Pupils with special educational needs and/or disabilities (SE...ND) and those who speak English as an additional language learn effectively alongside their peers. The curriculum ensures that all pupils are well prepared for the next stage of their education.

Pupils feel safe in school.

They are taught to make appropriate choices, including when playing games online. Pupils enjoy activities such as choir, gardening and chess club. The girls' football team is especially proud of its recent success.

Older pupils act thoughtfully as 'buddies' for younger children. The 'Babraham Parliament' is influential in representing pupils' views to leaders.

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

The broad and ambitious curriculum is thoughtfully designed to meet the challenges of mixed-age classes in this popular small school.

Most pupils achieve well, increasingly so at the higher standard in reading and mathematics. Children start their journey here as curious learners in the early years. They enjoy exploring new learning and ideas in the well-considered indoor and outdoor early years spaces.

Ongoing curriculum developments ensure continuous improvements, for example, in pupils' spelling and approach to writing. Curriculum content is well sequenced from early years to the end of Year 6. Pupils have regular opportunities to revisit prior learning.

Typically, they build their new knowledge and skills on what they already know.

The school is still reviewing the delivery of the first two-year cycle of curriculum changes. This means that occasionally, learning activities are not as closely matched as they could be to pupils' needs.

Sometimes, for example, some pupils are given complex tasks before they have secured the knowledge they need to complete them. When this happens, pupils do not learn as much as they can.

Typically, staff check pupils' learning carefully.

They correct misconceptions quickly. Pupils with SEND learn effectively through thoughtful adaptations. These are aligned appropriately with clear support plans.

Targeted interventions ensure that pupils who speak English as an additional language develop their spoken and written language skills. Children's learning needs are identified and addressed promptly when they first join the school.

Ensuring that pupils read regularly and well is a priority.

In the early years, children delight in stories as they develop their early reading skills. Pupils learn to read fluently and accurately. Catch-up support is in place for any pupils who need extra help with their reading.

The strong focus on vocabulary and the basics of grammar, punctuation and spelling builds pupils' capacity to write confidently and creatively.

The well-understood values such as kindness and caring for others are woven thoughtfully through 'The Babraham Way' and in pupils' daily school life. Pupils behave well in lessons and at playtimes.

When, on occasion, a few pupils struggle to manage their emotions, they get appropriate support to improve. Expectations and routines are clear. In the early years, for example, children learn to share and take turns from the outset.

They respond well to adult guidance and build positive relationships.

Personal development and pupils' well-being are carefully considered. The school's offer ensures pupils build character, confidence and self-awareness from the early years onwards.

Fundamental British values, such as democracy and the rule of law, are well understood. Pupils benefit from different experiences. Visiting speakers such as archaeologists and scientists enrich their learning.

The wider opportunities, for example to sing in different settings, including the local church and Ely Cathedral, are enjoyed. Pupils readily take on leadership roles, for example as sports leaders and librarians. As pupil leaders, they are clear about the difference they make for the school community.

Together with the trust, the school has established a curriculum that is secure in its ambition for all pupils to achieve their best. Leaders consider staff workload and well-being when making changes. Staff are proud to work here.

They know they are well supported. Professional development opportunities are widely available in school and across the trust. Relationships are positive and productive.

Parents and carers typically speak highly of the school's work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, activities are not as closely matched as they should be to pupils' needs.

In these instances, pupils do not achieve as well as they could. The school and the trust should continue to ensure that while the curriculum is being fully developed, the activities provided routinely build securely on pupils' prior knowledge and skills. This is so pupils achieve consistently well in all aspects of their learning.

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