Avanti Court Primary School

What Ofsted said

From the inspection on 7 June 2022

Pupils are incredibly respectful of one another and of all staff. They understand the school values and model them proudly. The school has a calm atmosphere. Pupils say that the daily meditation sessions and weekly yoga help them keep calm. Pupils are safe and feel able to talk with an adult if needed. They understand how to keep safe online, and how to keep their bodies and minds healthy. Everyone is celebrated, including those with other faiths and those in different types of loving families. Pupils choose to behave exceptionally well in lessons and around the school. There is no disruption to lessons. Bullying is extremely rare and is not tolerated. Children in early years enjoy the outdoor activities planned for them each day. They particularly like cultivating their garden. The school has a 'pupil ambassador' programme. Ambassadors are voted for by their peers. Most pupils attend a variety of extra-curricular opportunities. These include a range of sports, dance and music clubs. Staff regularly arrange trips and workshops for every year group. This year's programme has included faith workshops, author and nutritionist visits as well as a workshop promoting female leaders in science.

What the school should improve

• The school's curriculum is not yet sufficiently well planned, sequenced and embedded in all subjects. It is clear from leaders' actions that they know what needs to be done and are in the process of doing it. Leaders need to identify the key knowledge they want to be taught. They must communicate this clearly with all teachers and run subject-specific training. They need to complete this work across all subjects within their identified timescale. For this reason, the transitional arrangements have been applied.
• Not all adults focus on embedding the phonics skills when reading with the lowest 20% of readers. As a result, more time is spent on discussing the text rather than pupils honing their reading skills. Adults do not always encourage pupils to use the agreed phonics strategies when coming across an unknown word. This slows pupils' progress. Leaders must clearly communicate their expectations with all staff with the focus being on reading until pupils are more fluent.

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