relationship with staff and they perform well in maths, they do not do not ‘adapt their teaching well enough to support or challenge pupils’.Â
Teaching english has also been described as ‘weak’ with staff not using a phonics programme to support the large number of struggling readers in Year 3 and 4.
The inspection report reads that: “Leaders have not ensured that curriculum thinking is always well sequenced. They have not identified the important knowledge and skills for pupils to learn and remember.
“Staff often teach the same content to all pupils without checking what pupils have previously learned. They do not always follow the school’s plans, so pupils sometimes experience disconnected lessons.
“Consequently, pupils are not building on what they have been taught before, and find it hard to recall what they have learned.”
However, the report did note how students feel welcome with teachers successfully promoting equality and diversity.
One pupil even said: “Everyone is welcome, whatever you look like, whatever you believe.”
At the same time, the inspectors mentioned in the report that leaders’ new behaviour approach is having a positive impact on pupils’ attitudes in lessons and this was rated as ‘Good’ in the report.
The arrangements for safeguarding are also effective and pupils ‘learn how to keep themselves safe.’
The report said: “This includes learning about road safety, managing positive relationships and how to keep safe online.”
