Blackboys Church of England Primary School

Highlights from Latest Inspection

Outcome

Blackboys Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Staff have high aspirations for all pupils. They want pupils to be the best they can be.

Pupils' attendance is excellent because they are keen to learn. They enjoy the plentiful opportunities that feed their thirst for knowledge. Pupils actively contribute to the running of the school, carrying out leadership roles such as prefects, 'eco-warriors' and as members of the school council.

Older pupils act as excellent role models to younger pupils.

The school's values and the 'Blackboys learning c...ode' are successfully threaded through all aspects of school life. As a result, pupils behave well in lessons and around the school.

They show a high level of respect towards each other and adults. Starting from the early years, pupils listen intently and approach their work diligently. This means that no learning time is lost.

Consequently, pupils achieve well.

Everyone is proud to be part of this vibrant and harmonious community. It is full of happy smiles and thoughtful words.

Pupils feel safe because of the positive relationships they form with caring staff. Parents and carers are proud that their children attend such a welcoming, inclusive school. As one parent said, 'My child is thriving at this amazing school.'



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

The school is sharply focused on enabling pupils to succeed. It ensures that pupils understand the benefits that education will bring them in the future. The curriculum is ambitious and interesting.

It is carefully designed to identify what pupils will learn and when they will learn it. Importantly, the curriculum is arranged well so that it meets the needs of pupils in the mixed-age classes across the school. Staff identify pupils' additional needs accurately.

They understand each pupil's individual needs very well. Staff adapt the curriculum well to support pupils' special educational needs and/or disabilities (SEND). As a result, pupils gain knowledge securely and remember what they learn, so that they are well prepared for the next stage of their education.

Reading is central to the school's curriculum. Children start learning phonics as soon as they join the school. Staff model and encourage the use of ambitious vocabulary.

This supports children's speech and language development. The school makes sure that all staff have the required knowledge to teach phonics well. Staff articulate and model sounds clearly to pupils.

They ensure that pupils read books which are well matched to the sounds pupils know. There is a sharp focus on supporting pupils who need additional help with their reading to catch up quickly. Consequently, pupils learn to read fluently and with understanding.

They develop a love of reading.

Teachers manage the different starting points of their mixed-age classes well. They make sure that the curriculum builds progressively on what pupils have learned previously.

Teachers have secure subject knowledge. They use this to provide clear explanations to pupils and model learning effectively. Teachers design activities that motivate pupils and ignite their interest in learning.

However, sometimes teachers do not check what pupils know and understand carefully enough before moving them on to new concepts. When this is the case, gaps in pupils' knowledge and misconceptions are not addressed effectively. As a result, some pupils do not gain knowledge as quickly or as securely as they might.

Pupils know that the school expects them to behave well. They rise to these high expectations. Pupils have very positive attitudes to learning.

Pupils of all ages are inquisitive about their work and show high levels of concentration and engagement. Children in early years appreciate the wealth of fascinating learning experiences that await them, both inside and outside of the classroom. Pupils from different year groups play together harmoniously during social times.

The promotion of pupils' wider development is the bedrock of the school's curriculum. A wide range of visits enhance pupils' interests and harness their talents superbly well. Pupils understand the importance of looking after both their physical and mental health.

They learn about friendships and how to keep themselves safe. Pupils talk confidently about what the school's values and the fundamental British values mean to them in their own lives and actions. They demonstrate the importance of tolerance and personal responsibility through the care that they show for each other.

Pupils are well prepared for life in modern Britain.

Governors know the school extremely well. They hold the school to account for the quality of education that it provides diligently.

Staff are incredibly proud to work in this school. They appreciate leaders' careful attention to their workload and well-being. Staff value the professional development opportunities and support that they receive.

Pupils benefit from working with motivated and dedicated staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers do not check what pupils know and understand carefully enough before moving on to new learning.

When this is the case, gaps in pupils' knowledge and misconceptions are not addressed effectively. As a result, some pupils do not gain knowledge as quickly or securely as they might. The school should make sure that staff check pupils' understanding systematically and adapt their teaching accordingly in response to help pupils to deepen their understanding.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in November 2019.