Elworth CofE Primary School

What Ofsted said

From the inspection on 3 October 2023

This is a happy and friendly school, where everyone values and celebrates the differences between people. Pupils live up to the school's motto. Their actions show that they are ready, responsible and respectful. Positive relationships between staff and pupils are evident throughout the school. Pupils treat each other with kindness and consideration. They understand that all pupils have the right to an education, the right to be safe and the right to be heard. The school sets high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils know that it is important to work hard and to behave well. In lessons, pupils work well together. At breaktimes and during lunchtimes, they play happily together. Most pupils, including children in the early years, achieve well across a range of subjects. Leaders provide many opportunities for pupils to develop their leadership skills and their confidence. For example, pupils carry out a number of roles and responsibilities, such as being play leaders, safeguarding team members and sports ambassadors. Pupils also take an active part in charitable work. They value supporting causes within and beyond their school community. Pupils take part in activities that allow them to pursue their interests and talents. For instance, they enjoy developing their skills by attending netball, hockey, choir and dance. They appreciate the extensive range of trips and visits linked to their learning, including mountain climbing, camping, kayaking and residential trips.

What the school should improve

• In a few subjects, the strategies that teachers use to check pupils' learning are not effective enough. This means that misconceptions are not identified or addressed before new learning is introduced. This leads to gaps in pupils' understanding. The school should ensure that teachers are equipped to check that pupils are learning curriculum content as intended.
• In a few subjects, the school has not identified what pupils should learn and remember, and the order in which new knowledge is taught is unclear. This hinders pupils from building on their knowledge as they move through the curriculum. In these subjects, the school should finalise its curriculum thinking so that teachers know what pupils should learn and when this should happen.

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