Stuart Road Primary Academy, Devon
“Pupils achieve well because staff track learning closely and address gaps quickly. Effective phonics teaching leads to outcomes above national averages in the phonics screening check in Year 1. […] Younger pupils begin each day with high-quality phonics, taught appropriately by well-trained staff. Pupils are supported to develop their writing alongside phonics and through studying different types of texts. Daily handwriting practice secures pupils’ writing fluency.”
School Inspection: Strong standard in two areas, Expected standard in five areas.
Previous Inspection: Good
Sandcross Primary School, Surrey
“In the Reception Year, routines for the teaching of phonics are well established. Children revisit sounds regularly. Targeted catch-up ensures that those who need additional support keep up with the pace of the programme. Children apply sounds confidently in their independent writing across both indoor and outdoor areas and take pride in sharing their work with adults.”
School Inspection: Strong standard in three areas and Expected standard in four areas.
Previous Inspection: Good
Elmhurst Primary School, London
“Key skills in reading, writing […] are prioritised and revisited, with pupils practising new ideas step by step before applying them independently. The curriculum ensures that pupils have the knowledge that they need to read with fluency and accuracy. As a result, pupils engage deeply with their reading, demonstrating their ability to discuss authors’ choices, to imagine settings and to sustain interest across a wide range of texts. Phonics is taught systematically, and children practise blending sounds and segmenting words confidently, quickly building their knowledge to read and write independently.”
School Inspection: Exceptional in six areas, Strong standard in one area.
Previous Inspection: Outstanding
Torre Church of England Academy, Devon
“Communication and language are a clear priority. Phonics is taught well. Children make good progress, ensuring that they are ready for Year 1. Children are encouraged to be independent, resilient learners from the start. […] Although some pupils in the early years start school with lower than average levels of development, most quickly gain the language, communication, number, phonics and handwriting skills they need for Year 1.”
School Inspection: Strong standard in all areas
Previous Inspection: Good
When the Stammer Came to Stay by Maggie O’Farrell and Daniela Terrazzini
One day, unexpectedly, Min can’t speak as she normally does. Her words stumble and trip. She’s scared, sad and confused. It feels like a creature is on her shoulder stealing her words. Her sister Bea is the only one who can help. How might Min’s life change with a stammer?
Papa’s Butter Chicken by Monica Saigal and Abeeha Tariq
Dad is making butter chicken, everyone’s favourite. Monica loves to cook with him and listen to his stories. Soon family and neighbours arrive with all sorts of yummy food. It’s a feast! We all have our favourite dishes… what’s yours?
The Lost Homework by Richard O’Neill and Kirsty Beautyman
Sonny and his family live in a traveller community. One weekend, there’s a wonderful wedding. He’s busy and happy until he realises he can’t find his homework. Sonny loves school and is worried. What will his teacher say?
Children of the Throne by Joseph Coelho and Richard Johnson
Three children meet a magic tree man. He shows them how nature is suffering as our planet heats up. Have the adults forgotten me, he cries? More children join and soon the adults decide to help. Together we can save the world.
This is Who I am by Rashmi Sirdeshpande and Ruchi Mhasane
A little girl feels connected to two beautiful worlds. India, where her parents were born; a land of sarees, dance, family and history. And England where she lives now. She says, ’this is who I am and I’m proud to be me’.
Ashford Hill Primary School, Berkshire
“Children are introduced to early reading and phonics as soon as they join the school. Staff expertly identify and address any gaps and misconceptions quickly. This means that children, including those with SEND, become confident readers. […] Reading has a high priority. Leaders make sure that pupils who need extra help with their reading are supported well and catch up quickly. Staff take every opportunity to promote pupils’ love of reading.”
School Inspection: Strong standard in five areas, Expected standard in two.
Previous Inspection: No previous inspections