Churchill Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils' smiling faces show how much they enjoy being part of this school. They feel well-looked after by nurturing staff.

Pupils feel safe and know who to go to if they have a problem. They are incredibly kind to each other and to visitors of the school. Respect is the foundation of the relationships between pupils and staff.

The school has high expectations of what pupils can achieve. Pupils rise to meet these expectations and, for the most part, they achieve well. At breaktimes, pupils play well together.

They eagerly share the exciting equipment available to them. Pupils harmoniously take turns at dressing up, practise their skipping or climb on the advent...ure playground. If pupils want to choose a less energetic activity, they can read in the 'quiet area'.

Pupils are proud of the leadership roles they undertake. This includes peer mediators who help pupils resolve any friendship issues they may have during social times. This means that bullying is a rare occurrence.

Pupils appreciate belonging to one of the four cathedral houses. It makes them 'feel part of a caring community'. House captains and sports leaders take their responsibilities of helping others seriously.

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

The school's curriculum is broad and ambitious. There are regular, planned opportunities for pupils to revisit important themes and concepts. These become more complex as pupils move through the school.

Teachers check how well pupils understand important knowledge effectively. Typically, they address misconceptions quickly. Appropriate adaptations to the curriculum are made for pupils with special educational needs and/or disabilities (SEND).

Pupils with SEND achieve well.

In some subject areas, the school has recently reviewed and updated the curriculum. The school is still assessing the impact of these changes on pupils' learning.

This means that some pupils are not yet accumulating the knowledge and skills they need. Occasionally, pupils find it difficult to remember important subject content beyond simple facts.

In the early years, the curriculum is planned with precision.

It has been designed to help children in Reception overcome the wider challenges they may face as they start school. For example, some pupils begin school with less confidence to interact with their peers. There is a sharp focus on developing children's vocabulary and communication skills.

Children are keen to share what they know about the different stories and rhymes they learn. They are confident communicators who use complex vocabulary in their wider play.

Pupils develop into fluent readers with a love of different stories.

Teachers encourage pupils to read by enthusiastically talking about the books they enjoy. Pupils begin learning phonics at the very start of Reception. The school has put effective plans in place to address the low outcomes in the 2024 national phonics check.

Teaching and support staff work closely to model sounds in a consistent way. Leaders carefully check how well pupils know their sounds. When pupils are not achieving as well as they could, the school carefully plans additional support.

Extra sessions, delivered by knowledgeable staff, help these pupils to read with increasing accuracy.

Pupils display positive attitudes to their learning, which starts in the early years. Routines across the school are well-established and effective in creating a calm environment.

Pupils are attentive and keen to actively participate in their learning. In Reception, children learn remarkable resilience when they find activities challenging.

Most pupils attend school regularly.

The school works hard to promote positive attitudes to attendance. This includes celebrating pupils who attend well. However, there are still some pupils who are persistently absent from school.

The school provides individual support and challenge where pupils' absence from school is too high. They work closely with parents to encourage regular attendance. This is beginning to improve the attendance of many pupils.

However, some pupils' attendance is still not improving quickly enough.

The development of pupils' emotional resilience is at the heart of the school. Where pupils need more help with their worries, sensitive staff provide bespoke support.

Trips and access to books that explore diversity help pupils develop a mature understanding of different families, faiths and cultures. Pupils are proud of raising money for charity through the creation of their own enterprise projects. There is a wealth of sporting and creative clubs for pupils to further develop their talents and interests.

Staff value the 'family feel' of the school. 'Friday flowers' and 'well-being days' help staff to feel appreciated. Leaders carefully plan professional development opportunities to ensure they have a knowledgeable staff team.

Governors are effective in their challenge and support of the school. They are committed to supporting the school in providing high-quality education for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the school has not ensured that there is a clear sequence of knowledge and skills. As a result, pupils do not always recall key knowledge and make links with their previous learning. Leaders should ensure that these curriculum improvements are embedded so that gaps in pupils' knowledge and skills are addressed.

• A small number of pupils, including some who are disadvantaged, do not attend school regularly. Leaders recognise this and the impact this absence is having on how well these pupils learn and achieve. The school needs to continue with their work to ensure identified pupils are supported to attend regularly.

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