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The Howard Primary School is at the heart of its community. Pupils are happy and safe.
They are proud of their school and attend regularly. Pupils aspire to live the school's ethos of 'believe and achieve'. Classrooms are industrious places where pupils are enthused and excited about learning.
Parents and carers are overwhelmingly positive about the school. Pupils achieve well, particularly in reading.
The school sets high expectations of pupils' behaviour.
Pupils are polite and well mannered. They are respectful of their school environment. The school's rules help pupils to learn about right and wrong; pupils make the right choice.
Leadersh...ip opportunities, such as reading buddies, healthy eating ambassadors, eco-warriors and play leaders, enable pupils to make a difference to school life. Pupils meet the high behaviour expectations set.
Pupils take part, enthusiastically, in the school's rich wider curriculum offer.
Educational visits and outdoor residentials allow pupils to deepen their learning. They develop independence, responsibility and perseverance skills. Pupils enjoy creating a French café.
They communicate with their twinned school in France. This helps them to practise and apply their French-speaking skills. Clubs including netball, football, gymnastics, drumming and science help pupils to learn new talents and interests.
What does the school do well and what does it need to do better?
The school curriculum is ambitious for all pupils. It is carefully planned and sequenced with clear end points. Teachers know what to teach and when to teach it.
Teachers help pupils to recall their previous learning so that it builds on what pupils know and can do. Pupils with special educational needs and/or disabilities (SEND) are accurately assessed and identified. Consideration has been given to the needs of pupils in mixed-age classes.
However, at times, the delivery of the curriculum is not always adapted well to meet the needs of pupils, including some of those with SEND. When this happens, pupils do not learn and remember the curriculum as well as they could.
Reading is prioritised across the school.
A wide range of diverse books helps pupils to develop a love of reading. Phonics is taught right from the start. Staff teach early reading very well.
Pupils have regular opportunities to sound out letters and apply their phonics knowledge. Reading books match the sounds they are learning. Any pupil who struggles gets effective support to catch up quickly.
And they do. Pupils read with the confidence and accuracy expected for their age. Many exceed this.
The school's personal development offer is exceptional. It is rooted in the school's values of love, friendship and respect. Pupils learn about risks and making safe choices, including when working online.
They learn to manage their feelings and about the qualities of being a good friend. Partnership working with a university helps pupils to learn about eco-friendly car design. Parent visitors and input from a specialist technology academy help pupils consider their future career opportunities, such as engineering.
When voting for leadership responsibilities or campaigning for school councillor posts, 'pupil polling stations' help develop pupils' understanding of democracy.
Pupils apply their knowledge of different faiths, including Islam, Judaism, Christianity and Sikhism, by considering their views on the wider world. For example, pupils discuss thought-provoking issues, including a creation versus cosmology debate with a vicar and a scientist.
Pupils consider festivals and celebrations and what these mean to different faiths and cultures at different times, for instance Advent and festivals of light such as Hannukah and Diwali. Pupils learn to be active citizens by fundraising for a local hospice and a care home for the elderly. All this means that pupils are exceptionally well prepared for life in modern Britain.
Leaders want the best for all pupils. They know the school well and have a clear vision. The executive headteacher is held to account effectively by the trust for the performance of the school.
Staff are proud to work at the school and feel valued. They are overwhelmingly positive about the support from leaders to manage their workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• At times, the delivery of the curriculum is not consistently adapted well to meet pupils' needs, including for some of those with SEND. When this happens, pupils do not learn the curriculum in the way the school intends. The school should ensure that the delivery of the curriculum is adapted as necessary so that all pupils learn well and develop the skills and knowledge they need.
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