School’s ‘powerful culture of learning’ leads to good Ofsted rating

Elmswell Primary School has received a good ofsted report ANL-160718-201135009
Elmswell Primary School has received a good ofsted report ANL-160718-201135009

A ‘powerful culture of good teaching, learning and behaviour’ has led to improvements at a village school.

Elsmwell Primary School has been praised as ‘good’ by education watchdog Ofsted after being judged as ‘requiring improvement’ two years ago.

Inspectors said that headteacher Jane Ash, with support from senior leaders and governors, has ‘created an atmosphere of high expectations for pupils and staff which is seen both in lessons and in pupils’ work’.

Mrs Ash said: “We’re delighted with the good rating and it’s a testament to the dedication of all the staff at Elmswell School which has enabled us to make such rapid progress since the last inspection.

“All the children impressed the inspection team with their love of learning, the standard of their work and good behaviour. They’re a credit to our school.

“Also we have an extremely supportive governing body which has strengthened the school significantly. We have very supportive parents who also support all aspects of our school life.”

Inspectors noted that the head is providing ‘strong leadership which has created a powerful culture of good teaching, learning and behaviour across the school’.

They also found that teachers use ‘their good subject knowledge and effective questioning skills across a range of subjects to ensure pupils in all year groups, including in the early years, make rapid gains in their knowledge, understanding and skills’.

In mathematics, pupils are ‘often encouraged to deepen their thinking by explaining how they solved a particular problem’.

Meanwhile, pupils behaviour across the school is good and they have good attitudes to learning with pupils keen to come to school and their attendance is above average.

Inspectors recommended that the school can improve further by ensuring teachers set ‘consistently high expectations for the learning of all pupils’ and provide pupils who have special educational needs or disability with tasks that are ‘neither too hard nor too easy to maximise their learning’.

They also suggest that subject leaders ensure teachers consistently implement the school’s marking policy to inform pupils how to improve their work and its presentation in their books’.