Shotton Primary School

What Ofsted said

From the inspection on 29 March 2022

Pupils are happy at school. There is a sense of fun in classes and outside. Pupils cannot remember any bullying happening in the recent past. Teachers deal quickly with any falling-out or occasional rough play. Pupils describe their teachers as kind and thoughtful. They know that they always have a friend or a teacher to talk to if there is a problem. Lunchtime staff encourage pupils to play together. All members of staff expect the very best of pupils. Relationships between adults and pupils are strong and respectful. Pupils appreciate it when teachers say how proud they are of them. A cheery greeting between some pupils and the school caretaker reflects the positive environment that leaders have created. Celebration assemblies reward pupils who display any of the school's 'magic powers'. These include motivation, gumption and positive attitudes. Pupils learn about acceptable behaviours out of school. These range from table manners to quiet, respectful behaviour around churches. Pupils understand the 'happiness tree' display that helps keep their emotional well-being intact. They know that positive relationships, self-confidence and good coping skills are key to success. Pupils learn how to look after themselves and keep themselves safe. This includes learning about water and road safety. They also learn basic first aid.

What the school should improve

• In some subjects, the curriculum is not well sequenced. The essential knowledge that leaders want pupils to know has not been clearly identified. As a result, pupils are unable to make the connections between their new learning and what they know already. The curriculum is not helping them to know and do more over time. The essential knowledge pupils need at the end of Reception in each subject, so they are ready to start Year 1, is unclear. Leaders need to ensure that in all subjects the curriculum is carefully planned so that pupils' learning builds on what they know already. It is clear from leaders' actions that they are in the process of bringing this about and so the transitional arrangements have been applied.
• Leaders' approach to assessing pupils' learning in the wider curriculum is not precise enough. It does not identify what pupils know and can do in subjects such as design and technology and history. Systematic checks are not made to discover if knowledge pupils should have acquired is transferred to their long-term memory. Teachers are unable to shape learning because what pupils know and remember is unclear. Leaders should ensure that they develop assessment systems across the curriculum so that pupils' knowledge and skills are accurately checked.

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