Horbury St Peter's and Clifton CofE (VC) Primary School

What Ofsted said

From the inspection on 8 June 2022

This is a school with a clear vision and ethos. Pupils and staff are able to explain how the work they are doing is linked to the school's values. There is a positive and nurturing atmosphere which allows these values to be realised. Pupils say they feel safe in school and know that they can talk to adults and get help or support if they need it. Staff show pupils how to speak with kindness and respect. There are high expectations for how pupils should behave and conduct themselves. Pupils behave with high levels of respect and politeness. They work hard in lessons and move around school in a calm and orderly way. Bullying rarely happens, but when it does, staff deal with it effectively. Leaders are ambitious for what they want pupils to achieve. They have considered what pupils should be taught and the order it should be taught in. Leaders have also thought about the vocabulary pupils need in each year group and each subject.

What the school should improve

• Leaders have not ensured that the phonics curriculum is delivered by all staff with consistency and fidelity. As a result, pupils who are receiving additional support with their reading have gaps in their phonics knowledge which could be closed more quickly. Leaders should ensure that all staff have the most up-to-date training so that they know how to support the lowest attaining readers.
• The approach to assessment in the wider curriculum is unclear. As a result, the data leaders receive does not give them a clear picture of the impact of the curriculum on offer to pupils, and teachers do not have a clear sense of what pupils know and remember in some subjects. Leaders should ensure that assessment strategies within the wider curriculum support teachers to systematically check understanding from pupils and inform leaders of where their focus should be in relation to school improvement activities.
• The support for some pupils with SEND is not as precise as it could be. As a result, some pupils with SEND do not make as much progress as they could in some areas of their learning. Leaders should ensure that pupils with SEND have clear targets which are informed by assessments so that the impact of the provision they receive can be refined and enhanced where needed.

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