Culverstone Green Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Culverstone is a happy and vibrant school community. Pupils enjoy attending this caring and kind school.

They feel supported and listened to by staff. Pupils are confident that staff will act swiftly on any worries or concerns that they may have. Pupils are highly positive about each other and the staff who support them.

The school has high ambition for pupils' achievement. Pupils are motivated to learn and behave well. However, across a range of subjects, pupils do not achieve as well as they should.

This includes pupils who are disadvantaged, such as those with special educational needs and/or disabilities (SEND).

Pupils love the opportunities prov...ided in school to take on responsibilities. Roles such as membership of the school council, house captains and play leaders are deeply valued by pupils.

Pupils see these roles having a meaningful impact in the school.

The school offers a range of experiences to explore other faiths and perspectives. Pupils appreciate these and are open-minded, and they welcome learning about different cultures.

They are particularly proud of their roles in welcoming pupils into the school community. Pupils relish the broad range of clubs that provide opportunities to nurture and explore their talents and interests.

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

Children benefit from a strong start in the Reception class.

The school has designed a well-sequenced curriculum for the early years. Staff deliver the curriculum effectively and children achieve well. They also develop warm and caring relationships with adults and each other.

They understand the importance of kindness and sharing, which they show through their conversations and play. Consequently, children leave the Reception class ready for their next stage of education.

The school has established a broad and ambitious curriculum.

Across subjects, they have set out what pupils should learn from the Reception class to Year 6. The school has effective approaches in place that identify the needs of pupils with SEND. However, some pupils with SEND do not receive effective support.

This hinders how well they access and progress through the curriculum.

In some subjects, teachers design learning activities that cover the key curriculum content and build on what pupils know. In these subjects, teachers revisit earlier learning, which helps pupils to retain important knowledge over time However, in too many other areas the school has not ensured that teachers are equipped with the expertise to adapt learning activities that sufficiently secure pupils' knowledge.

As a result, pupils do not learn as well as they could in a number of subjects. This limits how well prepared pupils, especially those with SEND, are for their next stage of education.

Reading is a school priority.

Most pupils read books that are carefully matched to their phonics knowledge. Staff receive the guidance they need to teach phonics effectively.Pupils that need extra reading support have help in a prompt and effective way.

This means they close gaps with peers swiftly and achieve well. Pupils love reading and have access to a broad range of books. These books introduce them to stories, characters and authors from a diverse range of cultures.

Consequently, pupils read widely and often and have a broad appreciation of the power of reading.

The school promotes consistently good behaviour. From the Reception class onwards, pupils are taught to use their language skills.

They resolve disagreements and express their emotions using these skills. Pupils' attitudes towards school are highly positive. They interact respectfully, leading to a welcoming learning environment.

Though attendance has improved, some pupils who are disadvantaged miss too much learning. The school is working with families to improve this, but there has not been sufficient progress.

The school promotes pupils' personal development well.

Pupils are encouraged to be inclusive and thoughtful modern citizens. The school prioritises teaching pupils about physical and mental health to help them grow in confidence. They learn about social justice through reflective assemblies.

Pupils have a broad understanding of the world around them. This is because of carefully planned opportunities throughout their school life. Pupils are supported with a comprehensive range of residentials, trips and workshops that build a strong sense of community and understanding.

Leaders at all levels are focused on improving the quality of education that pupils receive. Staff turbulence has slowed the progress made with this. Governors and the trust actively support and hold the school to account.

They have a detailed understanding of the progress being made to improve pupils' learning. Staff feel well supported by leaders, and many value being consulted prior to changes being made.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that staff have sufficient guidance and knowledge to adapt learning effectively for pupils with SEND. As a result, these pupils are not supported to access the curriculum as well as they should. The school should ensure that teachers are equipped with the information, knowledge and expertise to be able to make effective adaptations to learning so that pupils with SEND achieve well.

• In a number of subjects, some of the learning activities that pupils experience do not build up their understanding of the key knowledge set out in the curriculum. As a result, some pupils' knowledge is insecure, and they do not learn as well as they should. The school should ensure that teachers are equipped to design learning activities that sufficiently cover the curriculum key content, so that pupils achieve well in these subjects.

Pupils who are disadvantaged do not attend school often enough. This means that they miss key learning and do not achieve as well as they should. The school should establish effective systems that ensure disadvantaged pupils attend school regularly so that all pupils are fully prepared for their next stages of education.

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