Charfield Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this warm and welcoming school. They describe it as a place where there is always something fun to do and no one is left out.

Pupils understand how the school's values give them courage to try new things and help them to work together.

The school has high expectations for pupils' behaviour and what they can achieve. Pupils live up to these expectations.

They are polite and well mannered. This starts in the early years where children quickly learn the importance of following the school rules. Across the school, pupils are motivated to learn and work hard.

They achieve well in many areas of the curriculum.

Pupils build w...arm and respectful relationships with staff. They trust adults to help them with any worries that may arise.

Pupils who struggle to manage their emotions benefit from the sensitive support they receive from staff who know them well.

Pupils enjoy the range of clubs, trips and activities, including netball, the residential trip and visits to learn about life skills. They are proud of the leadership responsibilities they have such as house captain and assembly monitor.

Pupils say these roles build their self-esteem and make them feel trusted.

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

With the support of the trust, the school has designed an ambitious curriculum. It makes clear the precise knowledge, skills and vocabulary that pupils need to learn from the early years to Year 6.

The school knows what it does well and what improvements it needs to make to strengthen further the quality of education that pupils receive. For example, the school has been quick to analyse why older pupils reached the standards expected of them by the end of Year 6 in 2024, but a smaller proportion achieved the higher standard in mathematics and, spelling, punctuation and grammar. Pupils now have more opportunities to apply and deepen their knowledge.

For example, in mathematics, older pupils confidently use their knowledge of graphs to solve more complex problems involving reflections.

Reading is a priority for the school. Pupils understand how reading gives them a way to 'escape' to a new place.

They read a range of texts with increasing fluency, accuracy and expression. Children learn to read as soon as they start school. Staff benefit from the training they receive which enables them to deliver the phonic programme effectively.

Pupils learn and remember new sounds well. If pupils fall behind, they receive the help and support they need to catch up quickly.

The school has supported teachers to use effective strategies in which to implement the curriculum.

In most subjects, teachers design learning activities which enable pupils to learn and remember important knowledge. In history, for example, children in the early years used words such as 'moat' and 'drawbridge' when describing the features of a castle. Older pupils made links to their previous learning to explain concepts such as 'lineage.'

However, in a small number of subjects, the learning activities that pupils experience lack precision. They do not enable pupils to build their understanding of curriculum content effectively enough. As a result, some pupils' knowledge is not as secure as it could be.

The school has strengthened its processes and systems to identify the needs of an increasing number of pupils with special educational needs and/or disabilities (SEND). Individual pupil plans are now more precise and regularly reviewed. Where appropriate, learning is adapted effectively which enables most pupils with SEND to learn the same curriculum as their peers.

Pupils behave well in lessons and during social times. They listen carefully and take pride in their work. Children in the early years are excited to learn.

They share, play and collaborate well together. The school manages attendance effectively. It works closely with parents and carers to ensure that if attendance dips, it is quickly addressed.

Consequently, most pupils attend school regularly.

The school's personal development offer is a central part of its work. It provides pupils with a range of opportunities to learn important skills, such as first aid.

Pupils understand the importance of positive mental health and why fundamental British values, such as democracy, enables people to express their views. They develop their character well by singing to members of the local community, for example.

Trustees and members of the local community council use their expertise to support and hold the school to account for its actions.

Staff feel valued. The supportive environment, consideration of workload and strong team ethos that exists contribute positively to staff's 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)

• In some subjects, learning activities do not focus precisely enough on what pupils need to learn. When this happens, pupils do not gain knowledge as securely as they could. The school needs to make sure that learning activities consistently help pupils to learn and remember the important knowledge that is identified in the intended curriculum.

Also at this postcode