Clayton-le-Moors Mount Pleasant Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to belong to this inclusive school. They are greeted each morning by caring and nurturing staff.

Pupils start the day well and quickly focus on their lessons. Many pupils say how proud the staff are of them. Pupils know they will be listened to if they have any concerns.

The school has high expectations of what pupils are capable of. Starting in the early years, the school aims for every child to reach their potential. Children learn how to count, read, write and socialise.

As they get older, pupils become increasingly independent. They work hard in their lessons and achieve well. Pupils enjoy showing off their projects.

The school i...s warm and welcoming. Pupils behave well. There are peaceful routines in every year group.

Pupils are polite around corridors and stairways. They take time to greet visitors and hold doors open for one another.

Pupils take their leadership roles, including as 'rota kids' and school councillors, seriously.

They are proud of the extensive charity work they lead. Pupils are passionate about serving their local community and helping people in need. This prepares them well to be good citizens.

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

Staff and governors are ambitious for all pupils to achieve. These ambitions are not fully realised in pupils' attainment in some areas. The school has taken action to make some recent improvements to the curriculum.

These refinements have ensured that new learning connects with what has gone before. The school has strong systems in place to pinpoint gaps in learning and revisit topics when needed. The improvements have already had a positive impact.

Most pupils can recall what they have learned. They demonstrate their understanding in their workbooks and discussions.

Staff deliver the reading programme well.

Children begin to distinguish sounds as soon as they start in the Nursery Year. The school helps pupils to catch up if they need extra support. Most pupils leave key stage 1 able to read fluently.

Older pupils love to talk about their reading choices. They enthusiastically discuss reading preferences.

The school has made changes to the way in which mathematics is taught.

This has made a positive difference to how well pupils build up their mathematics knowledge over time. In the early years, children have sufficient time to practise independently what they have learned. They learn how to form numbers correctly, recognise amounts and calculate with increasing accuracy.

Older pupils recall basic facts such as times tables automatically.

All year groups benefit from the school's woodland area. Learning in the woods is matched to the skills that pupils need for the design and technology curriculum.

For instance, pupils use tools confidently to cut and join.

The school provides effective support for pupils with special educational needs and/or disabilities (SEND). Experienced staff identify any additional needs that pupils may have quickly.

They employ the help of specialist agencies when needed. Staff ensure that pupils with SEND access the curriculum alongside their peers. Pupils with SEND achieve well.

On occasion, the curriculum is not as well delivered as the school intends. Sometimes, staff do not select activities that match pupils' needs. Added to this, staff sometimes miss opportunities to address pupils' insecure knowledge during lessons.

When this happens, some pupils do not learn as well as they should.

The school is relentless in its work to ensure that pupils attend school regularly. The school is creative and persistent in supporting families who struggle to get their children to school on time.

They form productive relationships. These actions are successful. Most pupils attend on time each day.

Pupils behave well and work hard. This positive behaviour is based on the school's core values. These are to 'be kind, be safe, be thoughtful, be happy'.

This starts in the early years. For example, one child asked an inspector, 'Would you like a pancake? I'll get it from the oven. Be careful, it is hot!' Older pupils are also generous and respectful.

Pupils value the numerous sporting, musical and creative clubs that they can join. This helps them discover new talents. Pupils enjoy visits to the local foodbank and care home.

They develop a mature understanding of the world around them. There are a wide range of leadership opportunities for pupils. These contribute significantly to developing their character and resilience.

Governors use their expertise to provide the school with effective support. They are committed to the success of every pupil and check the school's work to achieve this ambition. Staff appreciate the supportive culture.

They feel valued and enjoy working at the school.

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 curriculum is not delivered as well as the school intends.

On occasions, teachers do not select activities that match pupils' needs or help them learn the curriculum content. As a result, some pupils do not learn as well as they could. The school should ensure that the curriculum is delivered consistently well so that all pupils can learn successfully.

• At times, teaching does not identify well enough pupils' gaps and misconceptions. Occasionally, pupils move on to new learning without gaps and misconceptions in their knowledge being addressed. The school should ensure that teaching identifies and addresses pupils' misconceptions and gaps routinely well so that pupils learn the curriculum with greater success.

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