![]() However, governors have not held leaders to account for all developments in the school, including updates to key policies. Since the previous inspection, governors have worked closely with leaders to bring about impactful changes. This leads to a wide range of opportunities for pupils, including trips out of school and access to interesting clubs. The work to develop pupils' wider attitudes and personal development is a strength. Leaders have a clear strategy in place to improve this and establish clear expectations across the school for both pupils and staff. Staff do not always address this effectively enough. On occasions, low-level poor conduct disrupts learning. Pupils are polite and typically cooperate well with adults in school. They are accessing external support to make sure that all interactions with children lead to impactful learning. The staff are rapidly developing their expertise to address this. Staff in the setting do not make effective use of every opportunity to help children practise and apply what they have been learning. Although many routines are new, there is already an established focus to develop children's social and emotional skills. In the early years, children benefit from a reviewed approach to learning and play. This can limit the progress some pupils make. Sometimes, the expertise of staff who support pupils to learn to read is not consistently secure. As a result, pupils are developing confidence and fluency with reading. They practise using carefully chosen books that match their current abilities. Pupils apply this knowledge well when reading. Typically, this means pupils are developing the knowledge that will help them read texts across the curriculum. There is also targeted support to help those who are at risk of falling behind. Younger pupils have daily opportunities to learn and practise using the key sounds they need to read well. This includes establishing a new scheme to teach phonics. All staff have contributed to improvements in the reading curriculum. This leads to precise plans that ensure that pupils with specific needs are supported to access the same broad range of subject lessons. Despite this, teachers have developed their expertise to meet the needs of all pupils. Pupils with SEND experience the same variation in the curriculum as their peers. Leaders have high aspirations for meeting the needs of pupils with special educational needs and/or disabilities (SEND). As a result, pupils have gaps in their knowledge. In these subjects, pupils do not securely remember the important knowledge they need for their future learning. However, teachers do not do this as well in less well-developed areas of the curriculum. Teachers use these checks to adapt lessons and help pupils to revisit key knowledge they have not remembered. They also check for misconceptions that pupils may have. Where the curriculum is more established, teachers accurately check what pupils know. In all subjects that pupils study, leaders have set out the specific content they want pupils to know. There are also clear expectations for the support pupils receive for their personal development. This is most evident in the development of the English and mathematics curriculums. What does the school do well and what does it need to do better? Leaders have a clear vison for high expectations that is starting to improve pupils' learning in the school. Pupils are confident that adults are quick to respond to sort out serious incidents of poor behaviour, including bullying. If they have particular worries, there is high-quality pastoral support available. ![]() Pupils say adults give them 'care and attention'. They are assured that adults care about them. They know actions they can take to stay calm and where they can get additional support, if needed. Pupils talk confidently about how to spot when they are anxious. ![]() nge of cultures and faiths and how to form healthy, respectful relationships. Regular classroom discussions and relevant assemblies help them to explore important social issues. The knowledge pupils develop about their own physical and mental health is secure. This means they remember more of what they learn in mathematics and English than they do in most other subject areas. ![]() At this stage, the quality of education pupils experience is varied. ![]() This is to make sure they have relevant lessons that help them build strong knowledge. The curriculum pupils follow is developing rapidly. They feel safe and value the opportunities presented to them. What is it like to attend this school? Pupils at Purwell Primary enjoy their time at school. ![]()
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