Boyton Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils come to school happy and eager to learn. They are determined to build their 'learning powers', such as being a 'resilient rhino' or a 'resourceful robin'.

The school regularly celebrates pupils' achievements, known as 'brilliance at Boyton'.

Pupils conduct themselves well in lessons and around the school. They follow routines willingly and cooperate enthusiastically.

Older pupils enjoy taking on responsibilities, such as organising an obstacle course for younger children at breaktime. Pupils of all ages enjoy playing sport and learning musical instruments together. These opportunities develop their teamworking skills and confidence to perform as a grou...p.

The school has high expectations of pupils' achievements. Pupils live up to these. They appreciate opportunities that extend their learning beyond the classroom.

For example, they take part in an annual architecture competition where they apply their knowledge of design.

Pupils benefit from a range of extracurricular opportunities. They readily participate in mountain biking and film clubs, for instance.

The school plans carefully a wide range of experiences beyond the classroom. For example, pupils take part in a beach visit, camp out overnight and enjoy a trip to London. These opportunities make a strong contribution to pupils' wider development.

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

The school has designed a broad and ambitious curriculum. It has ordered logically what pupils learn and when. For example, younger pupils learn about animals that live near the sea.

This prepares them to investigate how animals have adapted to their environment when they learn science later.

In most subjects, pupils develop their knowledge and understanding well over time. For example, in geography, pupils learn about the Earth's structure in increasing detail.

Teachers have the subject knowledge they need to implement the curriculum. Sometimes, however, teaching does develop pupils' verbal language as well as it could.

Staff typically check what pupils have learned.

This often means that they can correct promptly any misconceptions in pupils' thinking. On occasion, the work that pupils do is not adapted precisely to their starting points. This means that pupils sometimes do not deepen their understanding enough.

Children start learning to read as soon as they join the Reception Year. Staff build pupils' interest in words and stories by reading to them engagingly. Pupils read books that are matched well to the sounds that they are learning.

This ensures that they build their reading accuracy and fluency. Any pupil who needs extra help receives appropriate support.

The school has strengthened how it identifies and assesses the needs of pupils with special educational needs and/or disabilities (SEND).

Staff know pupils' individual needs well and teaching usually makes appropriate adaptations to the curriculum. As a result, pupils with SEND typically build their skills and independence successfully.

Pupils are punctual and attend school regularly.

The school works closely with parents and carers to ensure that pupils miss as little school as possible.

The school's personal development programme prepares pupils well for their future lives. Pupils learn about difference and diversity and gain knowledge of different religions.

This ensures that they understand the importance of tolerance and respect. The school helps pupils to explore important issues, such as sustainability and democracy. Consequently, pupils learn about the choices that they can make to contribute positively to society.

Pupils benefit from effective personal, social and health education. The school helps them learn how to care for their own well-being, and that of others. For example, pupils learn to recognise their own emotions and how to administer basic first aid.

Pupils learn how to keep safe both offline and online. They gain an age-appropriate understanding of healthy relationships.

Leaders have an accurate understanding of the school's strengths and areas for further development.

Trustees and governors fulfil their roles effectively by ensuring that statutory duties are fulfilled and leaders are held to account for improvements. Leaders ensure that staff receive the professional development that they need, while being mindful of their workload.

Safeguarding

The arrangements for safeguarding are effective.

[If the school has judgements that are not outstanding] What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, teaching does not provide sufficient opportunities for pupils to build their verbal language. As a result, pupils do not gain some knowledge as well as they could. The school should ensure that teaching consistently develops pupils' language.

• Staff do not consistently provide pupils with tasks that build on what they have already learned. Consequently, pupils sometimes do not acquire sufficient depth in their understanding. The school should ensure that teaching builds precisely from pupils' starting points.