Charnwood Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this inclusive school.

They form strong friendships across the different multicultural communities that the school serves. They show respect for each other's beliefs, reflecting the school's core value that, 'Together we can.'

Staff ensure that pupils feel safe and are ready to succeed.

Warm relationships create a supportive environment where pupils thrive. Pupils show care and kindness towards each other. When necessary, the 'how was your day' check-in helps pupils to reflect and adjust their behaviour.

The school has high aspirations for all. The many pupils who speak English as an additional language or who are new to t...he country receive effective help to engage with learning. Those with special educational needs and/or disabilities (SEND) receive strong support.

Pupils achieve well in many subjects and in national assessments. However, for children in the early years, these high expectations are not implemented or realised fully.

Beyond the classroom, pupils benefit from a wide offer, such as trips to local landmarks.

They participate in clubs and perform at concerts to broaden their understanding of the world. In readiness for secondary school, Year 6 pupils and their families attend workshops considering peer pressure, mindfulness, motivation and mental health.

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

The school's curriculum outlines clearly what pupils need to learn and understand over time.

Each subject adapts its starting points to meet the needs of pupils and each year group, without compromising its ambition. Vocabulary and language development is at the heart of the school's curriculum. Pupils rehearse, echo and develop their understanding of subject-specific vocabulary in each lesson.

This encourages pupils' competency in using the English language in a systematic manner. It also enables pupils with SEND to access the same curriculum as their peers. However, occasionally, the activities that pupils complete do not help them to develop a secure-enough understanding of grammar and sentence structure.

From the very start, children develop a love of reading. For example, in Nursery, children predict the animal noises in the stories they hear. As pupils move through the school, they read with considerable confidence and fluency.

For instance, they learn to skim paragraphs and infer information from carefully chosen texts. Reading is well taught. Staff make careful use of individual 'phonics passports' to understand each pupil's development in learning to read.

This allows staff to identify the precise gaps each pupil may have in their early reading knowledge. These pupils receive effective additional help to catch up.

The school quickly identifies any pupils who need extra support to access the curriculum, including pupils with SEND and those who speak English as an additional language.

These pupils study the full breadth of the curriculum and receive tailored support. With this help, they flourish both academically and in wider school life.

In the classroom, teachers check pupils' understanding often.

They adapt the content accordingly. However, at times, pupils' misconceptions are not fully resolved.

In the early years, children enjoy exploring the environment.

They experiment, create and build with different materials. However, sometimes, the independent activities that children complete do not help them to rehearse and embed the knowledge they have learned. During these times, adults do not routinely extend and promote children's communication and language.

This hinders children in understanding early routines and closing any gaps in their development.

Staff appreciate the training they receive. They recognise the impact of the school's policies and systems in helping pupils to recall the curriculum.

When changes are introduced, staff feel well supported.

The school works closely with families to promote pupils' attendance. It continues to work alongside the local authority when any pupil absences become a concern.

The personal development programme, including the school's relationships and sex education (RSE) and health education offer, helps pupils to learn about life in modern Britain. Pupils recognise how their views are listened to and acted upon. A typical comment from pupils was: 'Everyone has a voice at this school.'

The school ensures that pupils learn about diverse communities and potential local risks. Pupils learn to reflect and ponder about moral and ethical issues. They are equipped for the challenges and diversity of the world, while being safe within the school community.

Trustees and the local governing body provide effective oversight. They ensure that the school remains focused on delivering high-quality education. The school works alongside other schools in the trust to develop policies, systems and curriculums that reflect the needs of the local community.

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 some slight variations in how effectively the curriculum is implemented. Occasionally, some activities do not help pupils to gain mastery of the English language and its grammatical structures.

At other times, misconceptions in pupils' learning are not resolved. When these instances occur, learning slows. The school must ensure that the curriculum is implemented consistently well so that pupils' outcomes continue to improve.

• Children in the early years do not have sufficient opportunities to rehearse and embed key knowledge and routines during independent learning. This impacts their ability to prepare effectively for statutory schooling. The school must ensure that all early years staff develop the expertise needed to deliver the intended curriculum successfully.