Poplars Community Primary School

Inspection of Poplars Community Primary School St Margaret’s Road, Lowestoft, Suffolk NR32 4HN

p.1

Inspection dates: 21 and 22 November 2023

p.1

Overall effectiveness Requires improvement

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

p.1

Overall effectiveness Requires improvement

The headteacher of this school is Gemma Hurren. This school is part of Evolution Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Craig Avieson, and overseen by a board of trustees, chaired by Drew Whitehead. 21 and 22 November 2023

p.1

What is it like to attend this school?

Pupils enjoy attending Poplars Community Primary School. They appreciate the improvements in the school and the increasing sense of community these have brought. After a period of change, pupils are happy and settled. They are ready and able to learn well.

p.2

What is it like to attend this school?

Pupils know the clear expectations in place and respond positively to these. Pupils recognise the value of learning. However, gaps in their knowledge from the previously weaker curriculum mean some pupils are not able to access the high- quality curriculum that the school is working hard to put in place.

p.2

What is it like to attend this school?

The school rules to be ‘ready, respectful and safe’ are lived out by pupils. They understand why it is important to treat everyone fairly. Pupils behave well. They value the rewards they receive for their conduct, their learning and for reading regularly.

p.2

What is it like to attend this school?

Pupils are proud of the responsibilities they hold. These include being ‘core value ambassadors’ and play leaders. Pupils develop confidence and independence through these leadership positions. Pupils thrive on the opportunity to participate in a range of extra-curricular activities. These ensure they get a rich range of experiences that nurture and develop their wider interests, as well as complement and enrich what they have been learning.

p.2

better?

Poplars Community Primary School is an improving school. The new school leadership team is working at pace to bring about the changes needed to set pupils up for success. While this work is ongoing, these changes are considered and ambitious.

p.2

better?

Reading has rightly been prioritised across the whole school. Trained staff teach reading in a structured way across all year groups. This is monitored carefully by leaders. The books pupils read contain the sounds they know and need to practise. Teachers read to pupils daily, so pupils are exposed to high-quality texts and rich vocabulary. However, due to past weaknesses, a significant number of older pupils are not able to read fluently. The school makes sure these pupils receive intensive daily reading support. This is having an impact. However, some pupils remain significantly behind in what they know. Consequently, too many pupils leave the school lacking the reading ability they need for their future learning.

p.2

better?

In some subjects, the curriculum has been recently revised and now sets out the knowledge that pupils should learn. Pupils have not had the chance to learn the planned content yet. This means their learning of key knowledge and skills is not consistently strong across different subjects. Furthermore, previous weaknesses in curriculum provision mean some pupils have gaps in their knowledge. 21 and 22 November 2023

p.2

3

Clear systems to identify and support pupils with special educational needs and/or disabilities (SEND) are in place. Teachers make necessary adaptations to planning to help pupils with SEND to access and enjoy their learning. Trained staff use precise plans to support pupils with SEND. This means they can access an appropriate curriculum successfully alongside their peers.

p.3

3

Staff in early years know the children well and support them to develop new skills. A well-planned curriculum is taught from which children are immersed in learning. The learning environment is well resourced, and effective activities are planned to ensure the curriculum is delivered effectively. As a result, children achieve well and are being prepared for Year 1.

p.3

3

School leaders have implemented a clear behaviour policy. Staff use a consistent approach to managing behaviour across the school. This is working well. Expectations are high, and pupils meet these. Pupils thrive on the praise and rewards they receive for behaving well, which ensures that learning proceeds without disruption.

p.3

3

The school places a strong emphasis on fostering pupils’ wider personal development. Pupils learn how to keep themselves physically and mentally healthy, and they learn how to stay safe online.

p.3

3

Leaders recognise the importance of rich experiences beyond the academic. They have identified the opportunities they want pupils to experience at Poplars. These include visits, a careers event, and trips to places of worship. A range of additional experiences such as rock climbing is provided. Pupils thrive on the opportunity to take part in trust-wide competitions.

p.3

3

School leaders and governors have the necessary expertise to drive further development. Their actions are having a positive impact on pupils’ experiences at the school. However, there is more work to do so that all pupils benefit from a good quality of education.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 A significant proportion of older pupils lack the required knowledge and understanding they need to read fluently. This means that they are not equipped to fully access new concepts and ideas in class. Leaders should ensure that pupils are supported to catch up quickly in reading so they are able to access the full curriculum and achieve well throughout all subject areas. 21 and 22 November 2023

p.3

4

 In some subjects, the curriculum has been revised. Consequently, pupils have not had enough time to learn the intended knowledge and skills. The school needs to ensure that the wider curriculum is implemented consistently over time across all subjects. This will ensure that pupils securely learn the knowledge and skills they need.

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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 21 and 22 November 2023

p.4

School details

Dates of previous inspection 28 and 29 June 2022, under section 8 of the Education Act 2005

p.5

Information about this school

 Since the previous inspection, a new school leadership group has started working at this school. In addition to this, a significant number of new teachers have also taken up post.  The school uses two registered providers of alternative provision.

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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors held meetings with the headteacher, deputy headteacher, assistant headteacher, the special educational needs coordinator, subject leaders, staff, the chair of trustees, the chair of governors and the chief executive officer from the trust. 21 and 22 November 2023

p.5

6

 Inspectors carried out deep dives in these subjects: early reading, mathematics, history, geography and art. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to pupils read with a familiar member of staff.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of documents, including behaviour logs, attendance records, pupil records, records of trust meetings, minutes from governor meetings, school development plans and school self-evaluation documents.

p.6

6

 Inspectors considered 39 responses to Ofsted’s online questionnaire for parents and carers, Ofsted Parent View. This included 30 comments from parents in the free-text facility.  Inspectors spoke with pupils throughout the inspection to gather their views.  Inspectors took into account the 35 responses to Ofsted’s questionnaire for staff. Inspectors also met with staff throughout the inspection to gather their views.

p.6

Inspection team

Jonny Wallace, lead inspector His Majesty’s Inspector

p.6

Inspection team

Stephen Cloke Ofsted Inspector 21 and 22 November 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