Elements Primary School

What Ofsted said

From the inspection on 24 January 2023

This is a school where leaders welcome and encourage pupils to be 'world-changers'. Leaders want pupils to aim high. They have designed an 'Elements' curriculum to broaden pupils' ambitions. Pupils learn about role models who are 'world-changers'. They understand equality of opportunity and say, 'It doesn't matter what we are like on the outside; it is what is on the inside that matters.' Pupils move calmly around school. They know the three promises of 'be ready, be respectful, be safe'. Pupils show respect in conversations with adults. They value each other's opinions when they debate about world issues. Leaders have provided pupils with calm spaces within the classroom in order to reflect and discuss their feelings. They allow pupils to visit Hamish, the school therapy dog, to help with their emotional well-being. Pupils can talk about a 'scale of happiness' and how to get help if they have any worries. Staff recognise pupils' achievements in lessons by sounding out a horn. Bullying is rare. Pupils know how to report it and it is dealt with quickly. Leaders offer pupils a range of clubs throughout the year, such as rugby, boxing, ballet and arts and crafts. Staff run regular cinema nights for pupils to attend. Both parents and pupils praise the 'WOW weeks', which offer experiences such as trips and themed days.

What the school should improve

• In some foundation subjects, important knowledge is not clearly identified. This means that pupils do not learn the important things they need for future learning in that subject. Leaders need to work with staff to make sure that pupils learn the most important knowledge across all foundation subjects.
• Staff in early years do not consistently use their interaction to get the most from children's learning during less-structured 'free-flow' activities. This leads to missed learning opportunities. Leaders should provide training and support to enable all staff to use high-quality interactions to help children to learn well.
• There is variance in how well leaders give staff guidance on how to support pupils with SEND in lessons This is slowing aspects of curriculum progression for some pupils with SEND. Leaders should ensure that they work with staff to provide clearer guidance on how to better support pupils with SEND.

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