Pupils are proud to belong to Quarry Bank Primary School. They learn in a safe, welcoming environment. Pupils take care of their school. They cooperate well with each other and take on roles and responsibilities, such as Prime Minister, deputy Prime Minister and anti-bullying ambassadors. Pupils comment that these roles make a positive difference to the school. Pupils say they enjoy school. They appreciate the adults that take care of them. Pupils trust adults to help them when they feel anxious. Bullying is something that happens rarely. If it does, adults work with pupils to address issues straight away. Pupils are enthusiastic about learning. They say they learn lots of interesting things. The new headteacher has galvanized the staff and has taken decisive action to improve the school. Leaders have designed the curriculum to ensure pupils make strong progress. Pupils make links in their learning across the curriculum. Staff have high expectations of pupils. Leaders know what is working well and what needs to improve. Teachers recognise the positive changes that have been put into place. One teacher remarked, ‘I have been a teacher a long time, but I have become a better teacher since September.’ What does the school do well and what does it need to do better? Leaders are deeply committed to improving the school. Their actions are making a positive difference for pupils. Pupils are achieving well in reading, writing and mathematics. Leaders have developed a curriculum that allows pupils to build on what they already know. The headteacher has played a key role in bringing about these improvements. Subject leaders have begun to take on more responsibility for leading their curriculum areas. They have received training to help them perform these roles. However, a few subject leaders do not check how well the curriculum is delivered in order to make changes where necessary. Leaders take care to manage the workload of the staff so that it is manageable. Leaders are considerate of staff’s well-being. Reading is a whole-school priority. Leaders have devised a new approach to the teaching of reading. Staff have a clear model to follow. Pupils read and enjoy highquality texts. All pupils, including those with special educational needs and/or disabilities (SEND), develop their reading skills well through this approach. Parents attend weekly reading sessions with their children. Teachers regularly talk to parents about how to support their child’s reading at home. Parents value this. The teaching of phonics is strong. Pupils are taught to read through a clear and well sequenced phonics programme. Pupils make a rapid start to learning to read. Staff teach children to recognise letters and sounds in the Nursery class. One Nursery child could confidently discuss her learning. She said, ‘The Big Bad Wolf has stolen Inspection report: Quarry Bank Primary School 3–4 March 2020 2 the letter d, and we have to find it.’ The vast majority of pupils keep up with the pace of learning. Staff support pupils who struggle to ensure they catch up quickly. Mathematics is well planned and sequenced. Leaders have thought very carefully about what should be taught and when. Teachers adopt the same approach to teaching mathematics throughout the school. They use resources effectively to help pupils understand and remember important mathematical concepts. Pupils with SEND are well supported in lessons. They access learning with their peers. Children get off to a flying start in the early years. They settle quickly into the wellestablished routines. The early years curriculum motivates children. This is because staff carefully design activities that spark children’s natural curiosity and creativity. Children in the Nursery and Reception classes concentrate well. They enjoy learning. Staff ensure that children develop strong language skills and gain an understanding of the world around them. This was seen when children in the Nursery class acted out the story of the ‘Three Little Pigs’ using straw, sticks and bricks. Children are confident to talk to adults. Children in early years, including the two-year-olds, are extremely happy and safe. Staff support pupils to become active citizens. Pupils take on roles such as junior police community support officers. As part of this, they have given out parking tickets and campaigned on litter. Pupils talk passionately about caring for a world beyond their school and the local community. They confidently discuss ways they are trying to combat climate change and plastic pollution. The school offers opportunities to take part in visits linked to their learning. Pupils say that opportunities to take part in extra-curricular clubs are limited. They would like a range of clubs, not just sport. Pupils want to work hard. However, sometimes pupils can be over reliant on adult support and work that is too simple. As a result, some pupils find it hard to work independently.