Sileby Redlands Community Primary School

Inspection of a good school: Sileby Redlands Community Primary School King Street, Sileby, Loughborough, Leicestershire LE12 7LZ

p.1

Outcome

Sileby Redlands Community Primary School continues to be a good school.

p.1

What is it like to attend this school?

Pupils are happy and enjoy coming to this school. They behave well in lessons and enjoy the topics that their teachers plan for them. Pupils say that bullying is rare and are confident that staff would deal with it effectively should it occur.

p.1

What is it like to attend this school?

Pupils get a good education. They are very positive about their learning. They want to do well. They know that staff expect them to try hard in lessons.

p.1

What is it like to attend this school?

Pupils appreciate all that the school has to offer, including clubs such as art, dodgeball and running, and going on residential trips. They are keen to take on roles and responsibilities. The class ambassadors I spoke with were both polite and enthusiastic when explaining what they were currently learning.

p.1

What is it like to attend this school?

Pupils are helped and encouraged to develop life skills such as resilience and respect, which are examples of the ‘Redland’s 6 Rs’. Pupils wear the associated school badges they have earned with pride.

p.1

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

Leaders have continued to improve the school since the last inspection. A new behaviour policy has been adopted. It is understood and applied consistently by all staff. Pupils say that it is fair, and both pupils and staff report that it has led to a big improvement in pupils’ behaviour. This is confirmed in the school’s behaviour logs. I saw pupils consistently attentive and engaged in their learning.

p.1

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

Staff work well together as a close team so that they can meet the needs of all pupils. They say that leaders support them and make their workload manageable.

p.1

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

Pupils achieve well. Staff waste no time in teaching children to read, doing this from the start of Reception. Children learn to recognise sounds and blend them fluently so that they can read words. Pupils in key stage 1 learn to decode well and read simple texts. 4–5 February 2020

p.1

2

Teachers make sure that the books pupils read match the sounds which they know. Older pupils read longer, more challenging texts. Pupils who need help to catch up in reading are supported well. Leaders want pupils to enjoy reading. They provide lots of opportunities for pupils to read and to develop their vocabulary. Teachers read to all pupils regularly. Leaders have made recent improvements to the reading curriculum. They need to ensure that these are fully embedded across the school.

p.2

2

The mathematics curriculum is strong across the school. Leaders and teachers know the knowledge pupils need to have, and lessons build this over time. Young children quickly develop a strong understanding of numbers. Older pupils are given regular opportunities to practise basic arithmetic and to learn their multiplication tables. Pupils tackle lots of problem solving which allows them to use their mathematical skills well. Pupils said that they feel challenged and that they are given help when they find something difficult.

p.2

2

Science is taught through cross-curricular themes, and its ambition matches that of the national curriculum. For example, in Year 4, pupils prepare presentations of how the digestive system works, showing good understanding about teeth and the oesophagus. However, the subject is not planned as effectively as it could be. Lessons are not always delivered in sequences that teach pupils the knowledge they need at the right points. This risks pupils not being able to build on what they have learned before.

p.2

2

Leaders have provided training for teachers to increase their subject knowledge and expertise. Leaders have made good progress in designing a broad and interesting curriculum which pupils enjoy. Pupils’ recorded work is detailed and well presented.

p.2

2

Teachers ensure that pupils with special educational needs and/or disabilities (SEND) are supported well in lessons. Time is spent with pupils who need additional support to ensure that they keep up. As a result, pupils with SEND achieve well. Leaders make sure that all pupils can take part in all the activities on offer.

p.2

2

Pupils learn about faiths and cultures that are different to their own. They become class ambassadors. They enjoy taking part in the clubs available to them. They are particularly enthusiastic about the chance to attend several residential visits over different school years.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

Safeguarding

Staff understand their responsibilities to safeguard and care for pupils. Staff receive regular training and are vigilant. Leaders are quick to act on any concerns they receive. They make timely referrals for early help and are tenacious in seeking the right support for pupils. They work well with external agencies and families. Detailed checks take place to make sure that staff and visitors are suitable to work with children.

p.2

Safeguarding

Pupils are taught to keep safe in a range of situations, including when using the internet or social media. Pupils report they feel safe in school. 4–5 February 2020

p.2

(Information for the school and appropriate authority)

 The revised curriculum for reading is ensuring that current pupils are achieving well, but the adjustments leaders have made are relatively recent. Leaders should check that the curriculum is securely and consistently embedded in all classes so that pupils continue to gain the knowledge and skills they need.  The science curriculum is not consistently planned in sequences that build explicitly on what has been previously taught. This risks pupils not knowing and remembering all they need to. Leaders should make sure that lessons are structured so that they deliver and build the necessary knowledge for future learning.

p.3

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

p.3

Background

This is the first section 8 inspection since we judged Sileby Redlands Community Primary School to be good on 19–20 April 2016.

p.3

How can I feed back my views?

find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.3

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 4–5 February 2020

p.3

School details

Date of previous inspection 19–20 April 2016

p.4

Information about this school

 The school is a member of the Discovery Schools Academy Trust.

p.4

Information about this inspection

 In order to judge whether the school continues to be good, I focused the inspection on specific subjects of the curriculum. I did deep dives in reading, mathematics and science. This involved meeting with senior and subject leaders, scrutinising curriculum planning, and visiting lessons where pupils were learning these subjects. I met pupils from the lessons and looked at their work in these and in other subjects. I met with teachers about the curriculum they were delivering. I heard pupils read books.  In addition, I spoke with members of the advisory board, and met pupils and parents. I considered responses to Ofsted Parent View, and the responses from the Ofsted staff questionnaire.  In order to judge the effectiveness of safeguarding, I read the school’s relevant policies, scrutinised the single central record, checked the school’s procedures for the safe recruitment of staff and interviewed the designated lead for safeguarding. I also

p.4

Information about this inspection

spoke with staff to check details of their safeguarding knowledge and training, that they understood the importance of their responsibility to report any safeguarding concerns without delay, and whether they knew the procedure to do this. I checked 4–5 February 2020

p.4

5

samples of safeguarding records and spoke with parents about their child’s safety at the school.

p.5

Inspection team

John Savage, lead inspector Ofsted Inspector 4–5 February 2020

p.5

6

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.6

6

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

6

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.6

6

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

6

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted 4–5 February 2020

p.6