Billesdon Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Children are happy to attend Billesdon Church of England Primary School. They trust the caring staff to keep them safe.

The school is calm and orderly. During social times, pupils play together enthusiastically in the well-equipped and spacious outdoor area.

The school has high expectations for how pupils should behave and what they can achieve.

This begins in the early years where children learn the school routines quickly. Pupils try hard in lessons and achieve well. Those with special educational needs and/or disabilities (SEND) are well supported to be independent and successful.

The school promotes pupils' wider personal development well. Pupils... are guided by the school's values to be kind, respectful and tolerant. They understand diversity and enjoy learning about different faiths and cultures.

Pupils gain leadership experience by serving on the school council or by being a house captain. A variety of trips, including residential visits, provide them with memorable experiences.

The school provides a wealth of opportunities to develop pupils' sporting and musical talents.

This includes a range of clubs and participation in local sports events and competitions. All pupils can learn to play a musical instrument or be part of the school choir.

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

The school's curriculum is broad and ambitious.

Over recent years, staff have worked hard to make sure that it identifies precisely what pupils will learn in each subject. Knowledge is sequenced carefully so that pupils at every stage can build on what they have learned previously. The curriculum in the early years is designed to excite children as they gain the knowledge and skills that they need to be ready for the next stage.

The school identifies accurately and quickly pupils' individual needs, including SEND. Information about pupils' needs is shared with staff so that they can provide extra support when it is needed.

In most subjects, including mathematics and English, pupils, including those with SEND, achieve well.

Teachers present new knowledge clearly and check pupils' understanding carefully. They correct misconceptions swiftly. Teachers ask thoughtful questions to promote discussion.

They revisit topics routinely to help pupils make connections to prior learning. When this is the case, pupils gain knowledge securely and produce work of a high quality.

The curriculums for some subjects in the wider curriculum are still quite new.

Some of the subject content is not delivered as well as it could be. Teachers have secure subject knowledge and explain new concepts clearly. However, on some occasions, the learning activities provided for pupils are not focused sharply enough on what pupils need to learn and remember.

As a result, pupils' learning is less secure in these subjects.Reading is a high priority for the school. Children in the early years and pupils in key stage 1 benefit from a phonics programme that is delivered well by staff.

Pupils practise reading often from books that match the sounds they have learned. Most pupils are quick to learn to read. Staff check pupils' phonics knowledge carefully and provide effective extra support to any that fall behind.

All through the school, pupils are exposed to a wide variety of stories, poetry and non-fiction texts. For example, interesting texts are chosen carefully to link to the topics pupils are learning and to develop their understanding of different cultures around the world.

Pupils learn about a range of issues in personal, social and health education.

Staff make sure that pupils know how to keep themselves safe, including online. Pupils learn how to maintain positive relationships and lead healthy lifestyles. However, they are not taught about the fundamental British values or protected characteristics in sufficient depth to understand their importance.

This means that pupils are not as well prepared for their lives in modern Britain as they could be.

Pupils enjoy coming to school and attend well. Their behaviour is excellent.

There are few disruptions to learning. Any pupils who struggle to behave well receive excellent individualised support that helps them to improve.

The school is well led.

Significant improvements to the curriculum have benefited all pupils. School leaders and staff make the most of links with other schools locally to develop their expertise. School leaders and governors have developed robust systems for evaluating the impact of the school's work.

Staff are proud to work at the school. They appreciate the way that the school supports them to manage their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, in some foundation subjects, learning activities are not focused sufficiently well on the important knowledge that pupils need to learn. This means that pupils' learning in these subjects is less secure than in other subjects. The school should ensure that the curriculum is delivered consistently well so that pupils learn and remember the important knowledge in every subject.

• The school does not place a high-enough priority on teaching pupils about the fundamental British values or the protected characteristics. As a result, pupils' understanding of these important topics lacks depth and understanding. The school should ensure that it places sufficient emphasis on ensuring that pupils fully appreciate these different aspects.

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