John Emmerson Batty Primary School

What Ofsted said

From the inspection on 22 September 2022

There is a strong culture of respect and kindness in the school. Pupils are polite to each other and listen attentively to their teachers. Classrooms are busy and purposeful places. Pupils discuss ideas with their peers and are keen to do well in their work. Staff in the early years help children to settle into effective routines quickly. Children in the early years treat each other and their equipment with respect and care. Children learn important skills like taking turns or putting on their own apron. This helps them to get the most out of their teaching. This good behaviour continues through school. Pupils walk through school calmly. They are considerate of each other's feelings. There is not a hint of bullying in the school, and if there was, pupils know to tell someone and have full confidence that it would be sorted out. As one pupil said, 'Everyone trusts each other, so it is a nice place to be.' Leaders ensure that pupils are taught about different beliefs in society. Pupils develop a good understanding of different religions and faiths. They know about some of the customs in each one and why they are important. Pupils enjoy the sports clubs that are on offer and the many opportunities to participate in competitions. Leaders and parents and carers work well together. Staff work particularly well with parents of pupils with special educational needs and/or disabilities (SEND). Parents, pupils and staff engage in a 'structured conversation' which leads to a clear and helpful plan being developed for each pupil with SEND.

What the school should improve

• In some subjects, the key knowledge that pupils need in each year group does not link coherently with prior or subsequent teaching. Pupils do not revisit or build on their knowledge when this happens and can forget or misremember what they have been taught. Leaders should ensure that key information that pupils need in each subject links with learning from other years.
• Teachers sometimes do not adapt tasks effectively for pupils who have gaps in their writing knowledge and skills. Pupils are asked to write about their knowledge of subjects such as science or history without the prior skills in writing that they need but do not develop in either the taught subject or their writing. Teachers should ensure that they support pupils throughout school to develop their basic writing skills and adapt tasks in other subjects to allow all pupils to access and improve their subject- specific knowledge.

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