Meersbrook Bank Primary School

What Ofsted said

From the inspection on 5 July 2022

There is a strong sense of community at Meersbrook Bank Primary School. The quality of the provision enables pupils to flourish. They are safe, happy and take pride in their school. Bullying almost never happens. When it does, staff resolve it quickly and effectively. Pupils' behaviour in lessons is purposeful. Staff generally have high expectations of pupils' behaviour and attitudes. Sometimes, in early reading sessions, pupils become excited and there is too much calling out. Teachers do not address this quickly enough consistently. Pupils enjoy learning and are keen to do their best. They understand it can take time to learn new things and are willing to work hard. Most pupils love reading. Those who are learning to read are supported well. Most pupils become fluent readers quickly. A small number of pupils who fell behind during the Covid-19 pandemic are still catching up. Pupils with special educational needs and/or disabilities (SEND) receive high quality teaching and support. Children in the early years setting are nurtured and learn well. Leaders create opportunities for pupils to go on a wide range of educational visits. The residential visits to an outdoor activity centre are especially popular. The visits facilitate pupils' independence well.

What the school should improve

• In some subjects, staff do not plan topics and assessments with enough precision. Pupils are not made aware of specific links between topics. Teachers do not identify gaps in pupils' knowledge precisely. Leaders should continue to refine planning, including the planning of assessments, so that teachers know what knowledge to emphasise and can identify any gaps in pupils' knowledge.
• Safeguarding is effective. However, there are minor omissions in record-keeping. This does not prevent staff from keeping pupils safe. However, it does prevent individual leaders having the fullest picture of every action taken when there is a concern about pupil welfare. Leaders should ensure that all actions, however small, are recorded in sufficient detail.
• In the early years, staff plan activities so that children secure the knowledge and skills they learn in teacher-led sessions. However, children choose the activities they do and do not necessarily choose their activities based on their individual needs. They do not learn as well as they could. Leaders should ensure that pupils are guided towards activities that meet their needs most effectively.

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