You and the leadership team have maintained the good quality of education at the school since the previous inspection. You appreciate the challenges and the benefits of leading a small, rural school and you have made sure that the school continues to improve. The school’s motto of ‘growing, caring and learning together’ is at the heart of everything that you do. You have created a positive, nurturing community. There is a healthy balance between compassion for the pupils and ambition for what they can each achieve in the future. You know the school well and lead it with energy and a clear sense of purpose. The school’s distinctive ethos and strong values underpin your day-to-day work and help to identify the school’s long-term priorities. Under your leadership, the teachers have developed their skills and they have taken on more leadership responsibilities. Staff who responded to the online survey are extremely positive and say you lead and manage the school well. Staff feel valued and are proud to work at the school. Your self-evaluation of the school is detailed and accurate. You have a good range of evidence to support the school’s strengths and weaknesses. Your plans for school improvement are thorough and include detailed success criteria. We agreed that the school’s self-evaluation form and the school improvement plan could be more succinct. Parents and carers are overwhelmingly positive about the school. They are united in their views that their children are happy, safe and well looked after. Parents think staff teach their children well so that they make good progress. A small number of parents said that they would like more information about their children’s progress. Several parents commented that you and your staff give the pupils extra support. The vast majority of parents would recommend the school to others. One parent simply said this is ‘a fantastic school’. Staff at the school have made sure that the environment is welcoming and attractive. Pupils respect their surroundings. Teachers display pupils’ work and pictures on every wall. For example, a display called ‘all creatures great and small’ shows how pupils make use of the school’s outdoor environment to explore the natural world. Pupils’ high attendance, above the national average, indicates that they enjoy being at school. Older pupils like taking on more responsibilities. For example, Year 5 and Year 6 pupils run the school’s tuck shop and they decide how to spend the profits. At lunchtimes, Year 5 and Year 6 ‘play leaders’ organise activities for younger pupils. Pupils at your school care about, and look after, each other. Pupils who I spoke with are certain that no bullying takes place in school. Staff rapidly sort out any issues if pupils do fall out with each other. Staff value pupils’ opinions and views. Each week, pupils can nominate each other for a ‘special mention’ award to celebrate a particular success. Pupils’ behaviour is excellent, showing that they understand your values and ethos. Relationships between teachers and pupils are good. Pupils are respectful and enthusiastic learners because teachers plan engaging lessons. Almost all pupils work hard and they enjoy opportunities to contribute to the life of the school. The governing body is passionate about the school. As one governor said, ‘We are proud to be a part of this school.’ Governors understand the role that they play in supporting you. At the end of every governors’ meeting they ask, ‘What have we achieved to improve the outcomes for children?’ The governing body has a new chair of governors and three new governors. At present, therefore, governors’ understanding of, for example, pupil outcomes and how you spend additional government funding is not as detailed as it should be. You have a good understanding of the progress individual pupils are currently making and you discuss this progress regularly with staff. Some teachers use information about pupils’ progress to ensure that learning is well matched to pupils’ needs and abilities. For example, in a Year 5 and Year 6 mathematics lesson, we observed the teacher give more focused support to some pupils initially, so that all of the pupils made progress with their learning. This does not happen in all of the lessons. Another area for improvement from the previous inspection involved encouraging boys’ writing skills. Teachers have introduced new topics to encourage boys with their writing. We read some well-planned adventure stories from Year 5 and Year 6 boys showing a range of writing techniques, accurate spellings and complex grammar. In Years 3 and 4, boys’ writing skills are not developing as well. Boys’ writing remains a priority for leaders.
Stretton Handley Church of England Primary School Parent Reviews
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2015 GCSE RESULTSImportant information for parents
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