Carnforth School

Carnforth School

Address: Carnforth Drive, Worcester, Worcestershire, WR4 9HG Unique reference number (URN): 143416

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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.

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How we evaluate safeguarding

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

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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.

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Early years Strong standard

Children make a very successful start to their education at Carnforth. Staff demonstrate high levels of care for all children. They know children’s strengths on an individual basis. The curriculum builds step-by-step to ensure that children move forward and are stretched academically. Leaders have deliberately and carefully designed the learning environment to maximise the learning opportunities for the children.

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Early years Strong standard

Leaders set firm but fair expectations for all children, including those with special educational needs and/or disabilities. Staff adapt learning and resources effectively, so that children are included fully in all activities. As a result, children make quick progress from their starting points.

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Early years Strong standard

Reading is prioritised, and skilled phonics teaching contributes to secure progress, including for disadvantaged children. Where necessary, targeted interventions help children to catch up. Leaders model teaching, coach colleagues and share expertise. Staff model how to use vocabulary well when interacting with children. They use ambitious language including when reading high-quality books and talking about the activities that children are taking part in. Staff encourage children to find out new things to take their learning even further.

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Early years Strong standard

The school's partnership with parents and carers is vital. Leaders communicate clearly and effectively with parents regularly. This helps children to settle into school life successfully.

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Achievement Expected standard

Pupils progress well from their starting points. In the early years, children make a quick start to learning and acquire the foundations of early reading and number. Teaching of early reading and phonics is particularly successful. Across reading, writing and mathematics, pupils generally achieve in line with national expectations at the end of Year 6, and some pupils reach the higher standards. Pupils with special educational needs and/or disabilities, and those pupils known to children’s social care, generally achieve well. Teachers adapt the curriculum to help them to learn and remember more.

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Achievement Expected standard

Pupils typically make ambitious word choices, and apply vocabulary that they have been taught in their discussions and written work. Pupils talk about their learning confidently, such as in history when discussing Oliver Cromwell and the royalists of King Charles, and when sharing their interest about World War II.

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Attendance and behaviour Expected standard

Leaders have improved attendance rates for many different groups of pupils, including those who are disadvantaged. The proportion of pupils who are persistently absent from school is also reducing. Leaders follow the helpful advice and guidance from the trust to ensure that any barriers to attendance are removed. Leaders recognise there is more to do to continue to ensure that attendance rates are in line with the national average. This is because leaders have a deep understanding of their local context. They take this information into consideration when supporting individual families. As a result, this work has the desired impact and most pupils are keen to be in school and learn alongside their friends.

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Attendance and behaviour Expected standard

Pupils’ behaviour reflects the care and warmth that staff model. The professional relationships between staff and pupils are highly respectful. Staff apply the school's behaviour expectations clearly and support pupils to behave well at every opportunity. Leaders help pupils to understand their emotions and to know how to manage tricky situations more positively. Poor behaviour is quickly addressed and bullying is not tolerated. Staff provide effective support for pupils beyond the classroom to focus pupils on their learning.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching. They regularly monitor how well pupils are learning in order to evaluate the school's strengths. From this, they target staff training accordingly to improve teaching further.

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Curriculum and teaching Expected standard

Leaders have designed a well-considered curriculum that reflects their high expectations. The teaching of early reading and writing is secure. Children in Reception quickly learn letter names and sounds. Most of the time, teachers explain new ideas clearly. They demonstrate suitable subject knowledge and deploy this during their class teaching.

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Curriculum and teaching Expected standard

Typically, staff teach the curriculum well. For example, teachers have broken the learning down into small steps to help pupils to understand new knowledge and connect it to their prior knowledge. However, at times, teachers do not identify pupils’ errors in learning as swiftly as they could and so opportunities for learning are missed. Overall, pupils build knowledge gradually over time.

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Curriculum and teaching Expected standard

Teachers understand the needs of pupils with special educational needs and/or disabilities well. Teachers also support pupils experiencing disadvantage to keep up with their peers. Teachers adapt teaching and resources to meet these pupils' needs successfully.

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Inclusion Expected standard

Leaders prioritise the learning of pupils who may face barriers to their learning from the outset. Leaders have a clear understanding of the community that they serve. This underpins the decisions that they make. The school ensures that pupils routinely receive the help that they need to learn successfully. Leaders have ensured that additional funding maximises the support that children receive over time.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning are well supported by the school. Their needs are quickly identified. Teachers use a range of assessments to better understand any gaps in pupils' learning. Leaders review support plans regularly and adjust them as necessary. Most pupils fully access the curriculum alongside their peers. Teachers use a range of adaptations to the curriculum and resources to support pupils within class. For example, teachers use tools such as visual aids and word mats to help pupils to learn. Generally, these adaptations successfully enable pupils to learn. Support staff are often effectively deployed to help these pupils to learn. As a result of this support, pupils progress with their learning.

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Inclusion Expected standard

Teachers have received training on how to adapt their teaching so that pupils with SEND are generally supported effectively to learn in lessons.

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Leadership and governance Expected standard

Leaders carefully consider how to improve the outcomes of the most vulnerable pupils. They work thoughtfully with a range of external services and experts. This has provided the school with clear pathways for improvements and helped leaders to refine the curriculum.

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Leadership and governance Expected standard

Governors and trust leaders have clear oversight of the school. They work with leaders to shape school improvement and ensure that the school is improving in the right areas. They ask the right questions to challenge and support school leaders. Trust leaders have built a carefully planned and layered approach to training and coaching strategies that supports all teachers and leaders to develop their practice. This ensures that all pupils receive a high- quality education.

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Leadership and governance Expected standard

Staff benefit from a well-considered programme of professional learning so that they have the skills and expertise needed. Leaders aim to help all staff to grow professionally. They consider staff workload when making any decisions that may affect staff. The wellbeing of staff is a high priority for leaders.

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Leadership and governance Expected standard

The school has established positive working relationships with parents and carers. Leaders go the extra mile to engage with parents and carers to involve them in the learning of their children.

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Personal development and wellbeing Expected standard

Leaders prioritise the education of the whole child at Carnforth. Pupils benefit from a coherent and well-planned personal development programme. Leaders have carefully considered the local community and context within their curriculum planning. For example, all pupils learn about river safety and how to stay safe in person and online. Pupils learn about relationships and health education in an age-appropriate way. Pupils discuss maturely the topics that they have learned.

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Personal development and wellbeing Expected standard

The school provides a wide range of opportunities for pupils to develop their social and cultural awareness. Pupils learn about the importance of human rights and the differences that make us unique. Most pupils develop a secure understanding of fundamental British values. For example, pupils learn about voting and democracy, including through participation in school council elections. Most pupils' sense of right and wrong develops securely. Pupils benefit from the impact of leadership roles across the school. These include peer mentoring, where pupils support one another. As a result of this, pupils are prepared for life in modern Britain and they are ready for the next stage of their learning.

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Personal development and wellbeing Expected standard

Pupils love the outdoor play that is a vital part of the school's approach. Pupils learn to cooperate and take calculated risks in their play. They resolve any problems that arise, usually doing so thoughtfully as they develop conflict resolution skills.

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Personal development and wellbeing Expected standard

Pupils with special educational needs and/or disabilities, and those with other barriers to learning are fully included in all activities. Leaders track pupils' participation in clubs and engagement with the wider range of activities on offer. They ensure the school’s approach removes barriers to participation for the most vulnerable pupils. This ensures that pupils experience opportunities fully, including those who are disadvantaged. These activities include residential visits that build pupils' confidence and independence.

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

Pupils receive a warm welcome from staff each day at the school and feel part of the community. Pupils share an understanding of the importance of learning. They generally listen well in lessons. Pupils feel safe. Outdoors, pupils love the range of play equipment that the school provides. This enables pupils to make the most of breaktimes and lunchtimes. Pupils cooperate with their peers and other pupils across all year groups. Pupils say that bullying is uncommon and always quickly resolved. Pupils are happy to attend school and attendance is improving over time due to the hard work of the pastoral team.

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

Children learn rapidly from the beginning of the early years. Teachers organise engaging activities, such as kite making, to entice children to play and learn. Children listen intently to engaging story time. They learn to read effectively from the beginning of school.

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

Most pupils achieve well and perform in line with national averages in national testing. They discuss their learning and favourite pieces of work with interest.

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

Pupils with special educational needs and/or disabilities, disadvantaged pupils, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or wellbeing are well cared for. Teachers adapt the curriculum and their lessons to address these pupils' needs. Leaders understand pupils' individual needs; they are included in all aspects of school life.

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

The school organises a wide variety of visits and experiences for children. These enrich pupils' understanding of the curriculum and beyond. Pupils in Years 3, 5 and 6 appreciate the residential visits that they go on. These visits help them to build their independence and develop social skills. Pupils are typically well prepared for life in modern Britain.

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Next steps

Leaders should sustain the improvements in attendance rates by continuing to analyse patterns closely, acting promptly where concerns arise and working with families whose children are persistently absent. Leaders should continue to strengthen teachers’ use of assessment to understand where pupils have made errors in to order to address gaps in pupils' learning.

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Team inspectors:

Steph Withington, Ofsted Inspector Helen Large, Ofsted Inspector

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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.

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About this inspection

This school is part of Black Pear Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Emma Pritchard, and overseen by a board of trustees, chaired by Paul Shoesmith.

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About this inspection

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

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About this inspection

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

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About this inspection

Inspectors spoke with school leaders during the inspection. Inspectors met with members of Black Pear Trust. They held meetings with the headteacher, school leaders, teachers and pupils.

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

Headteacher: Mr Paul Prigg The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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average

2022/23 (final) 65% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 75% 75% Close to average

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average

2022/23 (final) 74% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (revised) 75% 72% Close to average

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average

2022/23 (final) 71% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 80% 74% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (revised) 71% 63% Close to average

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average

2023/24 (final) 61% 62% Close to average

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average

2022/23 (final) 63% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2022/23 (final) 69% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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national average

2024/25 (2 term) 5.9% 5.2% Close to average

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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