Corby Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are friendly and welcoming at Corby Primary Academy.

They enjoy school, and their attendance is high. Parents and carers speak highly of the school and the caring and supportive staff. They appreciate the clear communication that the school has put in place and feel well informed to support their child's education.

Pupils achieve well here. Alongside their academic growth, the school ensures that the curriculum enables pupils to develop its values of respect, responsibility and resilience. Pupils are confident and keen learners.

They play kindly and cooperatively at playtimes and take care of the play equipment. The school helps pupils think responsibl...y about their actions and words. The school includes and supports pupils well, including meeting the needs of pupils with special educational needs and/or disabilities (SEND).

The school engenders pupils' eagerness to contribute to school life. Pupils are proud to hold roles such as librarian or school councillor. They write letters of application and make presentations to explain why they would be strong candidates.

The school trains the play leaders to organise games and activities to improve lunchtimes. It is ensuring more pupils benefit from opportunities like these. Recently, pupils were proud to vote in proper polling stations to elect their brand-new house captains.

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

The school's ambitious curriculum sets out precisely the important knowledge that pupils should learn. The school sequences this knowledge effectively so it builds over time. It integrates complementary trips and experiences to engage pupils and enhance their learning.

Leaders are refining aspects of the curriculum to strengthen pupils' knowledge in key areas and enable pupils to connect different areas of their knowledge. Recent improvements to the writing curriculum ensure that pupils develop secure skills in composition alongside foundational skills such as handwriting and spelling.

For the most part, staff implement the breadth of the curriculum effectively because the school introduced a clear structure for them to follow.

Staff demonstrate secure subject knowledge, presenting new learning clearly. They ensure pupils have sufficient practice with new learning. This gives pupils confidence when they complete appropriate learning activities.

Teaching ensures that pupils revisit their previous learning regularly. Pupils recall with confidence much of what they have learned across the curriculum. However, staff sometimes do not adapt teaching swiftly enough when pupils are ready to move on or to deepen their learning.

Where this is the case, learning activities can limit pupils' thinking and understanding. The school has developed several strategies to check pupils' learning. However, this practice is inconsistent.

Sometimes, staff do not address pupils' errors or misconceptions quickly enough. In the early years, staff sometimes do not check carefully that children gain the intended learning from activities.

The school provides effective support for pupils with SEND.

It has clear systems to ensure pupils' needs are identified swiftly. Staff adjust the curriculum and provide the right support to pupils where needed. At the same time, they encourage these pupils to learn with increasing independence.

Reading is central to the curriculum. Pupils enjoy daily story time, which nurtures their love of reading. Teachers carefully choose books to hook pupils' interest and develop their knowledge of different authors.

Typically, pupils achieve well in phonics and become fluent readers. Staff provide effective support when pupils need extra help. Recently, leaders enhanced staff training and the organisation of teaching phonics to improve pupils' progress through the programme.

Typically, staff teach phonics effectively, but sometimes they do not address pupils' errors quickly enough.

The school recently raised its expectations for pupils' behaviour. While teaching pupils these expectations, the school puts in place supportive routines to help pupils reach them.

Children start learning these routines in the Nursery Year, and their responsibility gradually increases as they progress through school. Pupils behave sensibly and respectfully in classes and around school. They are proud when staff commend their behaviour and to walk up the 'red carpet' in the celebration assembly.

The personal, social and health education curriculum prepares pupils well for life beyond school. Pupils learn how to stay safe, including online, and develop an understanding of healthy relationships. Along with the school's values, pupils understand fundamental British values and recognise the importance of equality.

The school teaches pupils to practise mutual respect and reject discriminatory language effectively.

The trust has robust systems to ensure it fulfils its statutory responsibilities for the school. The newly established school leadership team and the trust have a secure understanding of the school's strengths and what needs to be improved.

Leaders strive for excellence for all pupils, and staff appreciate the clear vision, understand the changes and welcome the strong support and training they receive to implement them.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The checks on pupils' learning vary in effectiveness, and sometimes pupils' errors and misconceptions are not addressed quickly enough.

In the early years, staff sometimes do not check carefully enough that children engage with learning activities as intended. This leaves some gaps in pupils' learning. The school should ensure pupils' understanding is checked consistently and gaps in learning are addressed in a timely manner.

• Sometimes teaching does not help pupils progress through the curriculum when they are ready to move on or deepen their learning. At times, learning activities limit pupils' thinking and the depth of their understanding. The school should ensure that staff are confident to use assessment information and adapt the delivery of the curriculum when necessary, ensuring pupils achieve their full potential.