Bligh Primary School (Infants)

Highlights from Latest Inspection

What is it like to attend this school?

Bligh Primary School (Infants) is a place of safety, celebration and opportunity for pupils and their families. From the moment children join the school in the early years, their needs are carefully considered and accommodated.

Strong relationships are built with parents and carers so everyone works together to provide the very best start for pupils here. Parents rightly value this. One parent summed up the views of many by saying, 'The school does so much for us and helps us teach our children too.

It feels like family.' This united approach and shared understanding ensures that even the youngest children flourish, grow in confidence and are well prepared for the nex...t stages of their education.

Expectations are high throughout the school.

Pupils know that it is important to behave well and work hard. Mostly pupils do this and attain well, particularly in English and mathematics. Pupils enjoy their learning and try their best to be 'Ready, Respectful and Safe' in line with the school behaviour charter.

The school is a calm, happy and orderly environment. Pupils get along well together. Relationships are warm and good-humoured.

Pupils trust staff to help them resolve any worries or problems.

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

The school has ensured that an ambitious and well-ordered curriculum is in place. This starts when children join the school in early years.

It clearly identifies the key knowledge that pupils need to learn. Staff have benefited from high-quality training that has developed their subject knowledge as well as a shared teaching approach. This helps to ensure that the curriculum is delivered consistently well across the school.

Pupils with special educational needs and/or disabilities (SEND) have their needs quickly and accurately identified. Learning is carefully adapted where necessary to ensure that pupils with SEND can access the curriculum and experience success.

In early years, careful and regular checks on what children know and remember help build an accurate picture of their next steps.

Across the rest of the school, in English and mathematics teachers quickly identify and address any misconceptions and build on pupils' prior knowledge well. In other subjects, the school does not always have such a clear picture of what knowledge has been understood and retained. This makes it harder for teachers to build on pupils' learning as successfully.

Communication and language are carefully developed in the early years. Important vocabulary is identified. Staff use these key words and phrases in a variety of ways across the setting, for example during snack time or when out exploring in the woods.

Children quickly begin to use and understand these words in their own learning and play.

Learning to read is a priority. Children in the early years enjoy regular stories and rhymes.

They often choose to share books, which they handle with care. Children start to learn phonics in early years. Staff are experts in early reading.

Any pupils who start to struggle or fall behind are swiftly identified and given the help they need to catch up. Pupils learn to read quickly and well.

Children in the early years learn to work and play well together cooperatively.

Staff clearly explain and demonstrate to children how they should behave. Adults help children develop self-control by showing them how to share resources and take turns. Pupils across the school understand the importance of sitting nicely, listening to their teachers and following instructions.

Pupils attend school regularly. The school works closely with parents to understand and address any barriers to regular school attendance.

The school's high level of commitment to pupils' personal development is clear to see and shared by everyone.

Meticulous attention has been given to building pupils' characters by providing extensive opportunities for pupils to learn about themselves and the world. Pupils understand the school's 'HEART' values of honesty, empathy, achievement, resilience and teamwork. They are immensely proud to wear the badges they earn inside and outside the school for demonstrating these attributes.

Right from the start in the early years, every opportunity is taken to help children develop their independence, for example through pouring their own milk or learning to put on their coats. Older pupils delight in their roles such as peer mediators.

Staff feel proud to work at the school.

Leaders make sure staff workload and well-being are considered. Improvement priorities are appropriate and manageable. The trust works closely with local governors to make sure everyone is well informed and fulfils their roles effectively.

Everyone is working together to help secure the very best for the children and the community they serve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school does not have an accurate understanding of the key knowledge pupils have retained and understood in subjects other than English and mathematics.

This hampers teachers' ability to build on this knowledge and identify and address any misconceptions. The school should continue to support staff in systematically checking pupils' acquisition of key knowledge over time, so they can do this with increasing accuracy. This will enable staff to support pupils to address any gaps in their knowledge and build on their prior learning successfully.

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