Carlton Colville Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy this school's positive and happy environment. Pupils understand the school rules and are kind to one another.

They find the 'buddy bench' a helpful way to seek support or offer it to others who need a friend. Pupils take pride in receiving certificates for demonstrating the school's values and 'learning aliens' behaviours. Pupils feel safe and know that teachers are always available to help.

Pupils develop positive attitudes to learning and a love for reading, so that they achieve well. They reflect the school's mantra that 'children who read succeed'.

The school supports pupils' emotional well-being and mental health well through its strong past...oral systems.

Pupils learn how to manage their feelings. Clear routines help them to meet the school's high expectations of their behaviour.

Pupils have a strong sense of pride in their community.

Older pupils enjoy the responsibility of leadership roles, leading lunchtime museum club and activities at breaktimes. Pupils develop an understanding of their local cultural heritage, learning about local artists and contributing to art and music events in the area. Pupils develop their understanding of nature and sustainable living through the gardening club and use of the school's wildlife area.

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

The school's curriculum is broad and ambitious. Pupils develop a love of reading from the early years. Well-trained staff teach phonics clearly.

Children focus on learning new sounds, which they blend successfully to read words. Teachers frequently check children's understanding of new words, which broadens their vocabulary. Pupils who need extra help receive timely and effective support to catch up.

Frequent reading practice contributes to pupils developing confidence and fluency in their reading.

The key knowledge and vocabulary pupils need to learn in the school's curriculum is clearly set out. In English and mathematics, teachers use this precisely.

In some subjects, there are instances where key knowledge set out in the intended unit of work is not taught fully. This means some pupils develop gaps in their knowledge and do not always achieve the aims and ambition of these parts of the curriculum. In lessons, teachers check pupils' understanding and correct any misconceptions.

In some subjects, as pupils progress through their units of work, teachers and leaders do not precisely check what pupils have learned, so gaps in learning are not identified and addressed as quickly as they are in English and mathematics.

The school engages a range of professionals to ensure pupils with special educational needs and/or disabilities (SEND) receive effective support and achieve well. Teachers create an inclusive environment and adapt work so that pupils with SEND can successfully access learning with their peers.

Many pupils benefit from time working in small groups towards their individual targets.

In the early years, children become enthusiastic writers. They persist in hunting for signs of Spring and apply their phonics knowledge as they list what they have found.

Staff provide interesting resources that allow children to practise their counting and knowledge of shapes. Children use the apparatus outside purposefully, which promotes their physical development. Children climb and learn to throw and catch accurately, supported by nearby staff.

Children develop their understanding of the world through first hand experiences of planting and growing. Children learn to name and understand their feelings. This helps them to share and cooperate well.

Pupils are polite and respectful. They behave in a calm and orderly manner. Learning is rarely disrupted because pupils are familiar with the routines and expectations set for them.

Younger pupils appreciate older pupils acting as anti-bullying ambassadors, knowing they can confide in them about any friendship concerns or worries.

The school promotes pupils' personal development well. Trips and visits enrich pupils' learning.

Pupils talk positively about trips to Carlton Marshes and Lincoln Castle, which broaden their horizons. The books pupils read prompt discussions about issues such as bereavement, friendship and war, which helps develop their social and moral understanding. Pupils are well prepared for life in modern Britain.

They develop a strong understanding of democracy. Pupils learn about water safety and to swim competently in the school pool. Breakfast and after-school club activities develop pupils' interests and talents, such as playing table tennis and badminton.

Pupils with SEND develop confidence when they participate in sports tournaments.

The school is working through a period of change this academic year, including a change of headteacher. During this time, governors are sustaining strong leadership.

Parents and carers are well informed about what their child is learning and are confident the school will address any concerns promptly. The support and time staff receive helps them 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)

• There are instances where the key information that leaders intend to be included in the programmes of study is not taught effectively enough. This means that some pupils develop gaps in their knowledge and do not always achieve the aims and ambition of the intended curriculum. The school should focus on improving teachers' subject and content knowledge to ensure that the intended curriculum is fully implemented.

• In some subjects, pupils' learning and understanding are not checked as rigorously as it is in English and mathematics. As a result, any gaps in pupils' knowledge are not being identified and addressed as quickly as it could be, which hinders them making the best progress possible. Teachers and leaders should ensure that pupils' understanding is checked in a systematic way to inform adaptations to teaching that will enable pupils to learn and remember more across the curriculum.

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