Paddocks Primary School

Inspection of Paddocks Primary School Rochfort Avenue, Newmarket, Suffolk CB8 0DL

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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 Good 22 and 23 May 2024

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What is it like to attend this school?

Pupils value the supportive ethos at school. They enjoy the sense of belonging they have within the school community. This is evident in lessons, on the playground and during assemblies. When newcomers join the school, they are warmly welcomed by pupils. Older pupils model the school’s values by helping children settle into Reception on arrival in September. The school’s inclusive environment ensures that all pupils and their unique qualities are valued.

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What is it like to attend this school?

Pupils work hard to achieve the school’s high expectations. They understand the importance of learning. In lessons, pupils focus on the well-planned activities teachers prepare for them. Pupils work with determination and aim for the highest levels of success. They proudly share their achievements. When provided with feedback from teachers, pupils diligently follow the advice to improve their learning.

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What is it like to attend this school?

Owing to the school’s focus on developing spoken language, pupils communicate their ideas articulately. During class discussions, pupils listen to the views of others and sensitively share any alternative perspectives. Pupils with special educational needs and/or disabilities (SEND) who find communication tricky, learn to express themselves capably. In Reception, children are encouraged to use their ‘fridge words’ so they too can make positive contributions to group discussions.

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better?

In recent years, the school has introduced new curriculum plans. These have ensured that staff teach knowledge in a logical order. From Reception onwards, pupils build securely on the knowledge that they gain. The school’s guidance makes clear exactly what pupils must know and understand. Teachers follow this guidance consistently and plan effective learning activities. The well-considered resources teachers provide for pupils help them learn and gain independence. Pupils remember much of what has been taught. They are well prepared for their next steps in education.

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better?

The school has a well-established approach to teaching pupils how to read. Children in the early years quickly learn the sounds they need to start reading. By the end of key stage 1, most pupils are fluent readers. Staff effectively support pupils that find reading difficult so that they can read confidently and access the curriculum.

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better?

The school has effective support in place for most pupils with special educational needs and/or disabilities. Pupils with social, emotional and mental health needs thrive at school. These pupils learn how to manage their emotions, regulate their behaviour and focus on learning. The school has been directing staff training at supporting the needs of pupils with cognition and learning needs. While staff are gaining confidence in meeting pupils’ needs, occasionally, staff do not adapt learning activities in a way that best supports pupils with SEND to access the curriculum. When this happens, some pupils do not learn as well as they could. 22 and 23 May 2024

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Pupils know the school values and live up to them. They delight in being recognised in ‘praise assemblies’ for good behaviour. The well-established positive ethos at the school means that pupils learn in calm and purposeful classrooms. Children in Reception learn classroom routines and conduct themselves well in lessons and during playtimes. Pupils enjoy and do well at school, they attend regularly. The school provides effective support for families when pupils find it hard to maintain regular attendance.

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The school ensures that pupils learn about fundamental British values. Pupils enjoy learning about different lifestyles and beliefs. They understand the importance of respecting others’ differences. They also learn the importance of serving the community through taking the many positions of responsibility that the school offers. For example, older pupils serve as school councillors, play leaders and reading buddies with younger pupils.

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Leaders have built positive relations with parents, staff and the wider community. For example, the ‘pony club’ is a joint venture with local businesses and the school. This gives pupils first-hand experience learning about the horse racing industry.

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Parents are highly positive about the school. They are effusive with praise about how staff care for the pupils. Staff are similarly positive about the school. All staff are proud of the school and enjoy working there. Staff appreciate the way leaders help them maintain reasonable workload.

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Governors carry out their statutory duties effectively. They have an accurate view of the quality of the provision at school. They work well with leaders to ensure that pupils get a high quality of education.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school’s training and focus on improving support for pupils with SEND has led to strong provision for many pupils. While this is the case, some staff do not yet provide consistently strong adaptations in lessons that helps pupils with cognition and learning needs. The school needs to continue to develop teaching so that staff consistently plan and deliver well-adapted learning activities for these pupils ensuring pupils successfully access the curriculum as leaders intend. 22 and 23 May 2024

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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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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). 22 and 23 May 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 10 December 2020, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.

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Information about this inspection

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held discussions with the chair and vice chair of the governing body, the headteacher, the deputy headteacher, subject leaders, teachers, members of support staff and pupils.  Inspectors carried out deep dives in these subjects: mathematics, music, reading and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils 22 and 23 May 2024

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about their learning and looked at samples of pupils’ work. Inspectors also discussed the wider curriculum, looked at a range of curriculum documents, looked at samples of pupils’ work and spoke to some pupils about their learning in some other subjects.  To evaluate the effectiveness of safeguarding, the 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 observed behaviour of pupils in lessons and during social time.  Inspectors looked at relevant documents, considered pupils’ work and held discussions with leaders, staff and pupils about the provision for pupils’ personal development.  Inspectors considered the 15 staff responses and the 42 parent responses to Ofsted’s online surveys.

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Inspection team

Al Mistrano, lead inspector His Majesty's Inspector

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Inspection team

Matt O'Grady Ofsted Inspector 22 and 23 May 2024

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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.

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