Acton Church of England Voluntary Controlled Primary School

What Ofsted said

From the inspection on 19 April 2023

Acton pupils are proud of their school. This shines through in their welcome to visitors and in their eagerness to explain their learning. Pupils understand the school motto, 'strive, support, succeed'. They know how this contributes to their progress and to school life. Pupils are kind to each other. They feel safe in school and trust adults to deal with any concerns. Bullying is rare. Pupils try hard because leaders want them to do their best. Those pupils with special educational needs and/or disabilities (SEND) achieve well alongside their peers. Most pupils enjoy reading. They like talking about the interesting stories shared in lessons. Children in the early stages of learning to read get help to catch up if they fall behind. The support for some older pupils who need to improve their reading is not always as precise in ensuring that they catch up quickly. Pupils are taught the principles of good behaviour. They respond well to leaders' high expectations. Early years children settle into well-established routines. Positive relationships are at the heart of the school community. Pupils' leadership roles, such as 'faith councillors,' are valued. Carefully thought-out trips enrich the curriculum, deepen pupils' learning and contribute well to their wider development.

What the school should improve

• The curriculum in a few aspects is still developing. Starter activities and some informal checks on learning are not always precise enough in revisiting the important content that pupils need to know. Where this happens, time is wasted, and a few pupils do not make as much progress they could. Leaders should ensure that all activities and assessments are matched carefully to the key knowledge and skills that pupils need to remember to build new learning effectively at the next stage.
• Interventions for a few older pupils who need to catch up with their reading are not always sharply focused on addressing gaps in their phonics knowledge and skills. This means that these pupils do not improve their reading and writing fluency as quickly as they could. Leaders should ensure that reading support for older pupils is informed systematically by any phonics learning needs, so that all pupils achieve consistently and well.

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