Silsden Primary School

What Ofsted said

From the inspection on 8 March 2022

Pupils talk with excitement about their new school building. They recognise the new opportunities it brings for them. They like to access the new resources and work in different learning areas around the school. The breakfast club helps pupils to start their day in a positive way. Leaders ensure that all staff have high expectations of pupils' behaviour. Six 'golden rules' make sure that everyone works together. Pupils know the school rules well. They are polite, respectful, and caring towards each other. Everyone smiles as they greet one another. They are eager to take part in lessons and share their ideas. The school is calm and orderly. Pupils say they feel safe at school. They are confident about speaking to an adult if they have any concerns. They say that bullying is not an issue. Pupils are confident that adults listen to their concerns and they know any problems are quickly resolved. Newly introduced clubs, including computer coding and chess, are available at lunchtime. Pupils enjoy the new outdoor fitness equipment. They told inspectors how it helps them to develop their physical and mental health. Silsden Primary School is an inclusive school. Leaders ensure that all pupils, including those with special educational needs and/or disabilities (SEND) have the opportunities to experience residential visits and other activities such as swimming and trips to the theatre.

What the school should improve

• In science, the curriculum is not well developed. The curriculum does not build with enough precision on what pupils already know. As a result, pupils have gaps in their knowledge. Their understanding of scientific concepts is insecure. Leaders need to ensure that the curriculum in science is well ordered so that pupils remember more of what they have been taught.
• In some instances, pupils with SEND are over supported and strategies do not always match what pupils can do independently. This prevents pupils from building on what they already know and can do. Leaders need to ensure that the strategies they use to support pupils with SEND accurately reflect pupils' needs, to support them in their next steps in learning.
• Pupils do not remember the different cultures and family structures they have been introduced to. Leaders should ensure that the approach to teaching this aspect of the curriculum is reviewed so that pupils are clear on the many different cultures and ethnicities that exist and of the many different family structures in modern Britain.
• In the early years, the inside and outside learning environment do not reflect the themes sufficiently and activities are not linked. Although vocabulary is in place and on display, it is not interactive or meaningful to children. This results in opportunities for children to strengthen vocabulary being missed. Leaders need to ensure that staff proactively support communication and language in activities both indoors and outside.

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