Terling Church of England Voluntary Aided Primary School

Inspection of Terling Church of England Voluntary Aided Primary School New Road, Terling, Chelmsford, Essex CM3 2PN

p.1

Inspection dates: 11 and 12 January 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 11 and 12 January 2023

p.1

What is it like to attend this school?

This small village school has a community feel. Pupils enjoy coming to school, and this is shown in the positive attendance figures. Pupils are independent and confident. They hold strong views about right and wrong. For instance, a group of older pupils have formed a weekly club to help younger pupils understand more about fairness. Pupils know they have a voice and can make changes to the school, especially when they feel something needs improving.

p.2

What is it like to attend this school?

Leaders and teachers have high expectations for behaviour and pupils respond well to this. Pupils understand the school values of ‘respect, trust, courage and truthfulness’ and are rewarded for following them, which they like. Even younger pupils understand that if someone does not behave properly, adults will help them to get things right. Bullying is rare.

p.2

What is it like to attend this school?

In lessons, pupils show enthusiasm for learning, and they are always keen to learn more. Classrooms are calm and purposeful places to learn. Outside the classroom, pupils play kindly and support each other. Pupils are well prepared for each stage in their education.

p.2

What is it like to attend this school?

Feedback from parents is overwhelmingly positive. They appreciate the caring approach of staff that supports their children’s well-being as well as their achievement.

p.2

better?

The school’s curriculum design requires pupils to reach ‘milestones’ at the end of a two-year cycle. In most subjects, leaders have planned the small steps of knowledge that pupils need to acquire in order to achieve these milestones. This enables teachers to plan lessons for pupils of different ages and abilities. In most subjects, teaching matches the pupils’ learning needs. For instance, in science, all pupils complete the same activity, but teachers build on the knowledge of older pupils, so they learn more. However, in a few subjects, middle leaders who are new to their role have not pre-planned these smaller steps of knowledge. This means that pupils of different ages in the same class sometimes learn the same things.

p.2

better?

Leaders ensure that reading has a high priority across the school. Pupils read, listen to and share high-quality texts. They learn to read using a phonics programme which begins as soon as they start in Reception. Teachers and support staff are well trained and receive ongoing support with teaching the phonics programme. Teachers make sure that pupils make the progress they need to. Pupils are becoming accurate, confident and fluent readers. Any pupils that need to catch up have extra teaching. This helps them to practise and apply their phonics knowledge when reading. Pupils love reading. They talk about the books they enjoy and why they like them. For instance, one pupil enthusiastically explained that they loved a book because it made them feel like they were in an imaginary world and anything could happen. 11 and 12 January 2023

p.2

3

Teachers check pupils’ understanding frequently, for instance through weekly quizzes. Teachers use these checks to identify where pupils are less secure in their understanding. Teachers can find it difficult to assess pupils in a few subjects because the learning steps are not precise.

p.3

3

Leaders ensure that the curriculum is suitably adapted, so pupils with special educational needs and/or disabilities learn and achieve alongside their peers. The special educational needs coordinator carefully checks pupils’ learning and understanding. This means pupils’ needs are identified and where support is needed it is provided.

p.3

3

Leaders have created an ambitious and well-planned curriculum in the early years, so pupils are ready for Year 1. Staff teach children to learn and build their communication skills. The environment is interesting and appealing. Tasks meet the needs of the children and make learning fun.

p.3

3

The curriculum supports pupils’ wider development well. Pupils learn tolerance and respect for different cultures and beliefs. Pupils have learned about others having different needs and that some disabilities may be obvious while others can be hidden. There is a range of sports and other clubs available. Leaders offer ‘paid for’ places to disadvantaged pupils to ensure these pupils have equal access to clubs and activities.

p.3

3

Leaders and governors engage well with the school community and the wider community. This helps to increase access to learning opportunities for pupils and staff. Governors check leaders’ work through regular visits and talking to staff and pupils. Staff feel that leaders support them with their job.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders ensure that all the staff in the school understand the school’s safeguarding arrangements. All staff have received appropriate and up-to-date training. Staff report concerns and the designated safeguarding lead acts quickly to ensure pupils are kept safe. Pupils understand how to stay safe online and have been taught about fire safety and what to do in an emergency.

p.3

Safeguarding

All safer recruitment checks are undertaken and governors check these regularly.

p.3

(Information for the school and appropriate authority)

 In a few subjects, leaders have not mapped the exact steps of knowledge that pupils need to learn to achieve their milestone goal. Consequently, some pupils may not learn all the knowledge they need. Leaders need to ensure that the key 11 and 12 January 2023

p.3

4

information pupils need to learn is identified for each subject.

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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. 11 and 12 January 2023

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Ruth Santos-Brien

p.5

School details

Date of previous inspection 12 and 13 March 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 Leaders do not currently use any alternative provision to meet the needs of pupils.  The school has a Christian religious character. The school’s most recent section 48 inspection took place in May 2018. The school’s next section 48 inspection will be within eight school years.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher. The lead inspector also spoke with a school improvement partner from the local authority and diocese.  Inspectors carried out deep dives in four subjects: reading, mathematics, history 11 and 12 January 2023

p.5

6

and geography. For each deep dive, inspectors met with subject leaders, looked at curriculum documentation, visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to a sample of pupils read to a familiar adult.  Inspectors met with the designated safeguarding lead, the finance manager and other staff to discuss safeguarding.  Inspectors scrutinised a range of documentation during the inspection, including curriculum plans, school development plans and safeguarding and behaviour records.  Inspectors considered the 60 responses to Ofsted’s online survey, Ofsted Parent View, and 53 free-text comments. Inspectors also considered the 11 responses to Ofsted’s staff survey.  Inspectors spoke with groups of pupils about their experiences of school life and their learning in lessons, as well as observing the behaviour of pupils across the

p.6

Inspection team

Jessie Linsley, lead inspector His Majesty’s Inspector

p.6

Inspection team

Sarah Stevens Ofsted Inspector 11 and 12 January 2023

p.6

7

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.7

7

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.7

7

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.7

7

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

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7