Melton Primary School

Melton Primary School

Address: Melton Road, Melton, Woodbridge, Woodbridge, Suffolk, IP12 1PG Unique reference number (URN): 124597

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Expected standard

Leaders are rightly proud of the school's approach to ensure pupils are valued and included in all aspects of school life. They have established a culture in which pupils' academic, wellbeing and pastoral needs are addressed thoughtfully and with care. For example, leaders have adjusted the school's start of the day routine to give pupils a short amount of time for friendship and play. This aids their calm transition into the classroom to begin learning. Leaders regularly check whether the school's approaches are making a difference to pupils and refine these when necessary.

p.2

Inclusion Expected standard

Leaders have an accurate overview of pupils with special educational needs and/or disabilities and those who are disadvantaged. Staff identify needs early, drawing on parental insights and external professional advice. The use of pupil premium funding directly supports pupils' needs. For example, it provides additional speech and language support for pupils experiencing delays in language development, or mental health support for pupils experiencing anxiety. In lessons, staff support pupils by breaking down learning into small, manageable steps, using well-chosen resources to aid understanding. Leaders quickly deploy one-to-one or small-group interventions, which help pupils to engage with learning and keep up with the classroom curriculum. Leaders review the use of part-time timetables or alternative provision to check that these arrangements are still appropriate to support pupils' needs.

p.2

Leadership and governance Expected standard

Since the previous inspection, the school leadership has changed in both structure and ways of working. The headteacher joined in September 2022 and, since then, the governing body has also experienced a change in leadership. There is an open, collaborative and child-focused culture with clear expectations and strong professional relationships throughout the school. Staff and governors value this openness, the shared ownership of improvement priorities, and a strong focus on pupils' needs and wellbeing. Governors have a clear understanding of the school's context. They have the experience and training to ensure that statutory responsibilities are met and provide warm support and constructive challenge to leaders.

p.2

Leadership and governance Expected standard

Leaders have a clear understanding of the school's strengths and areas for improvement. They make decisions that are in pupils' best interests, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. For example, they invest in staff training on early reading and have strengthened the school's curriculum and the way in which assessment is used. This has translated into some improvements in teaching, learning and pupils' behaviour. Leaders use pupil premium funding purposefully to address barriers, such as language development, and provide pastoral support. These actions support pupils' engagement and wellbeing.

p.2

Personal development and wellbeing Expected standard

The school provides a well-devised and appropriate curriculum to develop pupils' personal development and wellbeing. This curriculum includes core themes such as responsibility, respect and perseverance, which are threaded throughout. Staff regularly encourage pupils to reflect on these values.

p.3

Personal development and wellbeing Expected standard

The personal development curriculum supports pupils to understand healthy relationships and personal safety, including how to stay safe when online. Teachers teach these important topics in a thoughtful and child-friendly way, ensuring that pupils are fully confident before moving on. Pupils speak confidently about such issues and understand different kinds of risks. Pupils also learn about the wider world and about different cultures, such as through the stories read to them in lessons. This supports pupils to learn values such as mutual respect and tolerance.

p.3

Personal development and wellbeing Expected standard

Leaders are rightly proud of the way the school's pastoral work has a positive impact on pupils and families. Pupils can talk to trusted adults and get support from trained staff. Pupils learn how to use a range of strategies to support their emotional wellbeing, such as how to reflect, understand different perspectives and manage emotions. This supports pupils' resilience and readiness to learn.

p.3

Personal development and wellbeing Expected standard

As a result of leaders' dedication to seeking out and planning a wide enrichment offer, all pupils have an array of opportunities beyond the curriculum. For example, drumming, choir and musical theatre opportunities complement the well-developed music curriculum. Parents appreciate the diversity of experiences their children take part in. The school provides extra support for pupils who might not otherwise be able to benefit from this offer. This includes pupils with special educational needs and/or disabilities or those who are disadvantaged. Pupils take part in many different types of clubs, an array of performances and take on school leadership roles. This supports pupils to become confident and creative and to develop new talents.

p.3

Achievement Needs attention

Published outcomes show that pupils do not achieve as well as their peers nationally in reading, writing and mathematics by the end of Year 6. While leaders' actions are beginning to have an impact, particularly in mathematics, pupils' achievement remains variable. Current pupils now make better progress from their starting points and are increasingly well prepared for their next stage of education. This includes pupils with special educational needs and/or disabilities.

p.3

Achievement Needs attention

In lessons, pupils recall key knowledge confidently in subjects such as science and history. They understand and use subject-specific vocabulary and remember important facts. Pupils are proud to demonstrate their prowess in multiplication in mathematics. Pupils who need to catch up receive extra support, through additional daily phonics sessions, for example. The school provides older pupils with opportunities to revisit and consolidate their learning to remedy gaps in their knowledge.

p.3

Attendance and behaviour Needs attention

Pupils' attendance has been below what is typical nationally over time. Leaders understand the contributing factors, such as the use of part-time timetables and pupils' medical needs. Leaders have taken appropriate action to bring about improvement through working closely with the local authority attendance officer and regularly meeting with families, for example. More recently, attendance is showing signs of improvement. However, leaders know there is more to do. Leaders are strengthening their approach further and are working with other schools to learn from good practice. They look closely at rates of attendance and make reasonable adjustments where needed to support pupils to attend regularly.

p.4

Attendance and behaviour Needs attention

Leaders have established a calm, orderly environment. This has been achieved through a range of strategies, such as teaching pupils how to play well together during social times. Pupils' behaviour in lessons is positive and they are focused and engaged. Bullying is rare and not tolerated. Leaders are ambitious about pupils' conduct and attitudes, continue to refine the agreed approaches to managing behaviour and provide ongoing training for staff. They are developing ways to better analyse patterns of behaviour in more detail to assess the impact of staff training. Staff use their behaviour expertise well to support pupils to understand expectations and regulate their behaviour when things go wrong. This supports pupils to feel safe and be safe.

p.4

Curriculum and teaching Needs attention

Leaders have an accurate understanding of the quality of the curriculum and teaching. However, leaders recognise that more work is needed. For example, in some subjects, teachers' use of assessment does not sufficiently capture and respond to pupils' errors and misconceptions. Furthermore, teaching in younger year groups does not routinely support pupils to learn and practise their skills in writing.

p.4

Curriculum and teaching Needs attention

Leaders have crafted a curriculum that sequences valuable knowledge and vocabulary in a logical order. Pupils particularly enjoy their science and history lessons because of the breadth and depth of knowledge that the curriculum introduces them to. Leaders ensure that all pupils, regardless of need, follow this curriculum. Leaders have taken important steps to improve the quality of teaching. For example, staff have received training on how to build up pupils' early reading skills, how to explain mathematical concepts and how to prioritise pupils' letter formation and spelling. Generally, teaching helps older pupils to understand new content and provides pupils with opportunities to practise what they have learned. Teachers adapt teaching to meet pupils' needs. This supports pupils with special educational needs and/or disabilities and pupils with barriers to learning to make progress through the curriculum.

p.4

Early years Needs attention

Leaders recognise that opportunities for children to practise early writing are not yet consistently strong and that planned independent activities for them are not always sufficiently purposeful. While adult-led writing sessions support correct pencil grip, the quality and quantity of children's independent writing are more variable in Reception. Leaders are strengthening these aspects of provision as a priority, knowing this will improve children's readiness for Year 1 and beyond.

p.4

Early years Needs attention

Staff are caring, dedicated and knowledgeable about children's developmental milestones. They understand each child's needs and work in partnership with parents and carers to refine children's experiences. Staff have clear routines that support children to regulate their emotions and actions. Leaders have prioritised children's communication and language development and have provided additional training for staff to help them with this. Staff's interactions with children are supportive and teach children to engage in meaningful conversation and use new vocabulary. Regular adult-led sessions help pupils with their understanding of phonics and mathematics. Children regularly listen to stories and sing songs with adults. Children enjoy knowing stories off by heart, talking enthusiastically about their favourite characters, and appreciate amusing storylines. As a result, children in Nursery and Reception Year develop confidence in communication and are well supported to

p.5

What it's like to be a pupil at this school

The school is a welcoming and caring place where pupils feel safe and are safe. The relationships that exist between pupils and staff are warm and respectful. Pupils generally behave well in lessons and around the school. They play safely together at social times. Staff make thoughtful adjustments for pupils with special educational needs and/or disabilities, which helps pupils to feel supported and included.

p.5

What it's like to be a pupil at this school

Pupils enjoy their learning and are increasingly clear about what they have been taught. They can remember important knowledge, particularly in subjects such as science and history. They talk confidently about different cultures and religions. This is due to the school's commitment to provide a high-quality curriculum that prepares pupils well for their next stages. However, the impact of recent improvements is not yet fully reflected in published results, which remain below national averages. Furthermore, pupils' attendance remains below what is typical nationally for some pupils.

p.5

What it's like to be a pupil at this school

Pupils experience clear routines, and staff have consistent expectations of them. Staff and leaders know pupils well and use this knowledge to reduce barriers to learning and wellbeing. Pupils who need help to catch up with reading receive effective support to do so through additional phonics sessions. However, pupils do not get to practise their skills, such as writing, sufficiently enough to consolidate what they have learned.

p.5

What it's like to be a pupil at this school

Pupils benefit from a broad range of experiences beyond the classroom, including a range of clubs such as coding, crochet and badminton. The school provides a variety of opportunities for pupils to develop leadership skills through roles such as school councillors, house captains, school captains, play leaders and pupil librarians. These roles support pupils to develop a sense of responsibility and pride in their school.

p.5

Team inspectors:

Benjamin Axon, His Majesty's Inspector Adam Cooke, His Majesty's Inspector

p.6

Next steps

• Leaders should continue to strengthen the use of assessment to help pupils achieve well in all areas of the curriculum. • Leaders should make improvements to the teaching of key skills, such as early writing, so that pupils practise and consolidate learning, including in the early years. • Leaders should ensure that teachers identify and remedy pupils' misconceptions promptly to help them to know and remember more over time. • Leaders should continue to improve pupils' attendance so that more pupils attend regularly and benefit fully from the school's educational offer. • Leaders should continue to strengthen the school's oversight of behaviour so that patterns are identified and acted on with greater precision.

p.6

About this inspection

The chair of the board of governors in this school is Mr Dennis Tattoo.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with school leaders and staff during the inspection.

p.6

About this inspection

The lead inspector met with governors, including the chair of governors.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school makes use of 2 unregistered alternative provisions.

p.6

About this inspection

The school runs an on-site nursery provision for children aged 3 and 4.

p.6

About this inspection

The headteacher took up their substantive role in September 2022.

p.6

About this inspection

Co-headteachers: Caroline Richardson and Emma Mann

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

average

2024/25 (revised) 58% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2022/23 (final) 68% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 68% 74% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2023/24 (final) 33% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

average

2023/24 (final) 56% 62% Close to average

p.11

average

2022/23 (final) 57% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2023/24 (final) 56% 59% Close to average

p.11

average

2022/23 (final) 57% 59% Close to average ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2023/24 (3 term) 17.5% 14.6% Close to average

p.14

national average

2022/23 (3 term) 13.2% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15