Churchdown Village Infant School

Highlights from Latest Inspection

What is it like to attend this school?

The school is warm and welcoming. Staff have high expectations for behaviour.

Pupils understand these expectations well. They know that the school rules, 'be ready, be respectful, be safe', help them to know how to behave. As a result, pupils are polite and well-mannered.

The school is ambitious for all pupils to succeed. Pupils work hard and achieve well across many subjects. They have positive attitudes to school and enjoy their learning.

The school helps pupils to realise its vision that they will become mindful, respectful and tolerant of others. Pupils learn about different cultures and beliefs. For example, they visit different places of worship.
...r/>The school values encourage pupils to be kind, honest and determined. Pupils understand the importance of being a good friend. They know that there are adults to talk to if they have a worry.

This helps pupils to feel happy and safe.

Pupils' learning extends beyond the academic. For example, pupils take part in activities in the local community, such as the local hospital's 'lions at large' project.

They raise money for charities and support the local foodbank. This helps pupils to learn about the difference their actions can make and to prepare them for their future as responsible citizens.

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

There have been significant changes at the school since the last inspection.

The school has joined a trust. There is a new leadership team. The school, working in partnership with the trust, has made rapid improvements.

There is strong ambition and drive to provide the very best for all pupils. While the school has made significant progress to improve, some of this work is in its early stages. The school knows there is more to do.

The school has implemented a clear and coherent curriculum. This sets out the important knowledge for pupils to learn. The school has prioritised improvements in English and mathematics.

In these subjects, most teachers provide clear explanations. This helps pupils to learn the curriculum well. Teachers check what pupils know and remember.

They use this to identify any misconceptions or gaps in pupils' learning. Staff quickly provide support to help pupils to catch up. The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) well.

However, at times, information about pupils' needs is not used well enough. For example, learning in the wider curriculum is sometimes not adapted effectively, so some pupils with SEND do not learn as well as they could.

The school is continuing to develop the wider curriculum.

The curriculum is designed so that pupils revisit prior learning to help them to build on what they already know. In most subjects in the wider curriculum, teaching helps pupils to develop secure subject knowledge. Most of the time, teachers check pupils' understanding carefully and help them to build on what they already know.

In a small number of subjects, staff subject knowledge is not secure. When this is the case, staff do not check learning as closely and pupils do not remember their learning as well as they could.

Reading is a priority for the school.

Children learn to read as soon as they start school. In the early years, they enjoy listening to stories and rhymes. The school has made recent changes to the teaching of phonics in the nursery.

This work is in its early stages. Across the school, pupils are immersed in a range of books to promote a love of reading. Pupils read books that match the sounds that they know.

This helps to build confidence and fluency.

In the early years, the curriculum is well structured. Children learn expectations and routines from the start.

Adults interact positively with children. In the Reception Year, teachers' questioning helps to support and extend children's learning. Children play happily with one another.

They learn to take turns and to share. Reception Year supports children with being well prepared for Year 1.

The school is calm and orderly.

Most pupils attend regularly and on time. Occasionally, some pupils' behaviour disrupts the learning of others. When this happens, adults provide reminders, which pupils are quick to respond to.

The school caters well for pupils' personal development. Pupils learn about democracy. They have opportunities to vote in school, for example for the school council.

Pupils learn how to keep themselves healthy, both physically and mentally. They enjoy a range of extra-curricular clubs. These help to develop pupils' talents and interests.

The school is well supported by the trust. Together, they understand the school's strengths and what it needs to do to improve. Staff enjoy working at the school.

Teachers, including those in the early stages of their careers, appreciate the support they receive for their professional development and well-being. Parents are positive about the school. They value the kind and supportive staff.

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, teaching does not use information about pupils with SEND well enough. As a result, sometimes pupils do not develop their knowledge as well as they could.

The trust should ensure that staff have the expertise to deliver the curriculum consistently well so that pupils with SEND achieve well across all subjects. ? Systems for checking what pupils know and remember are not embedded in some areas of the curriculum. In these subjects, staff subject knowledge is less secure.

At times, pupils do not recall and embed their earlier learning. Some pupils have gaps in their understanding. The trust needs to ensure that teachers use assessment effectively to help pupils to know more and remember more in the long term.