Castle Hill Primary School

What Ofsted said

From the inspection on 14 February 2023

Pupils, including those with special educational needs and/or disabilities (SEND), are happy at this school. They develop friendships with many others. Pupils said that they feel safe. Many told inspectors that, if they experience problems, they can tell any member of staff. Relationships between pupils and staff are very positive, respectful and trusting. Pupils, parents and carers, and staff see these behaviours modelled very well by senior leaders. This sets a positive tone for pupils and the whole school community to follow. Children in the combined early years class quickly become keen, confident learners. Pupils' very positive behaviour continues in key stages 1 and 2. The whole school is calm, including in the larger, shared learning areas. Pupils have a well-informed knowledge of what behaviours would indicate bullying. Such issues are managed and resolved well by leaders on the rare occasions that they arise. Pupils enjoy their lessons. Most of the time, they learn successfully. This is because of leaders' high expectations and staff's skilful work. Pupils, including those with SEND, mostly achieve well in different curriculum subjects. They develop a thirst for learning even more. Pupils enjoy a wide range of extra learning opportunities. They gain extra skills from activities that leaders provide, such as chess, choir, drama and sports.

What the school should improve

• In a few subjects, some pupils do not remember their previous learning as much as they should. This holds them back from fully developing new knowledge. Leaders should ensure that teachers revisit pupils' prior learning in ways that secure knowledge in pupils' long-term memory.
• The governing body does not review leaders' work well enough, including that for pupils with SEND. This means that governors do not challenge leaders sufficiently. Members of the governing body should ensure that they review all key aspects of the school's work in sufficient depth and challenge leaders about improvement.
• The provision of books for children in early years is underdeveloped. This means that some of the children's opportunities to access high-quality fiction and non- fiction books are limited. Leaders should ensure that staff present children with a wide range of books to read in the early years classroom.

Read the full Ofsted report (opens in a new tab)