Castle View Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations for all its pupils.

Most pupils progress well through the curriculum and achieve well.

Pupils enjoy attending this nurturing and welcoming school. Parents appreciate how staff go 'above and beyond' to meet their children's needs.

Pupils feel safe at the school. They are well cared for and know they have many adults in school to talk to if they have any worries.

Pupils behave well in lessons.

Children in the early years take part in learning enthusiastically. Pupils in the 'culture club' award others for making the right choices. Pupils are proud to be rewarded for meeting the school's expectations.

A...t breaktimes and lunchtimes, the school organises well-thought-out activities that help pupils to be physically active and develop their social skills. Pupils enjoy participating in these. They get along well together.

The school provides a wide range of opportunities for pupils to develop their interests. For example, pupils enjoy attending football, Spanish club and cross country. The school organises trips and visits that enhance pupils' learning of the curriculum.

Pupils enjoy the yearly residential trip, geography field trips, visits to the library and going to the pantomime.

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

School and trust leaders have worked effectively to ensure that there is a well-considered broad and ambitious curriculum in place for pupils. From early years, the curriculum sets out the knowledge, skills and vocabulary pupils should learn in each subject as they progress through school.

Most pupils produce high-quality work. Pupils are now achieving better in a range of subjects than they did previously.

Teachers have secure subject knowledge.

They explain new learning logically. At times, teachers do not check pupils' understanding well. This means that, sometimes, gaps in learning or misconceptions are not identified or addressed by teachers.

As a result, some pupils do not learn as well as they could in some subjects.

The school ensures that pupils have regular opportunities to develop fluency in number so they can confidently recall key facts. For example, pupils practise multiplication tables in morning registration sessions.

Staff in Reception Year ensure that children complete activities that help them to consolidate their understanding of numbers. In most lessons, teachers use well-planned activities that support pupils to learn the curriculum. However, in some subjects, this is not done consistently well.

In some subjects, pupils do not build securely on their prior learning.

The school has prioritised reading. Pupils start to learn phonics as soon as they start in Reception Year.

Staff are well-trained and deliver phonics sessions well. Pupils read books that match the sounds they have learned and know. Any pupil who falls behind with their phonics knowledge gets additional help.

In key stage 2, a well-planned reading curriculum supports pupils in developing their comprehension and use of vocabulary. Most pupils become confident and fluent readers.

The school accurately identifies the additional needs of pupils.

Staff understand how to meet the needs of pupils with special educational needs and/or disabilities (SEND). They provide these pupils with extra resources and support where needed. This means pupils with SEND access the curriculum and achieve well.

Most pupils have positive attitudes to learning. The school is calm and orderly. There are positive and respectful relationships between staff and pupils.

Children in early years understand and follow clear routines. They concentrate well on activities. Pupils who sometimes struggle to meet the school's expectations get effective support.

This helps them to improve their behaviour. The school has worked effectively to improve pupils' attendance. Staff meet with pupils and their parents or carers to discuss any barriers to regular attendance.

It then provides well-thought-out support to these pupils. The attendance of pupils has improved significantly this year.

The school has considered carefully its provision for pupils' broader development.

Pupils learn how to be safe online and in the community. For example, pupils learn how to cross the road safely and about the dangers of drugs. Pupils know how to eat healthily and the importance of being active.

They learn about different religions. Children in early years learn about the importance of brushing their teeth and having enough sleep. Pupils are developing their understanding of fundamental British values and equality well.

They are well prepared for life in modern Britain.

The school is well led. Staff are proud to work at the school.

They feel supported by leaders. School and trust leaders accurately understand what the school does well and what needs to improve. Those responsible for governance provide effective support.

They fulfil their statutory duties well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, the school does not ensure that teachers check pupils' understanding effectively.

This can lead to gaps in learning or misconceptions as they are not identified or corrected. Consequently, some pupils do not learn as well as they could in some subjects. The school should ensure that teachers check pupils' understanding carefully enough so that gaps in learning or misconceptions can be addressed.

• In some subjects, the school does not ensure that teachers use learning activities that support pupils to progress well through the curriculum. This means in some subjects, pupils do not build securely on prior learning, and they do not learn as well as they could. The school should ensure that teachers use activities that support pupils to build on what they have previously learned.