Reed First School

Overview

Reed First School is described as a “friendly and welcoming” village school where pupils are “happy to come to school” and relationships are positive. Leaders have raised expectations, resulting in pupils who are “motivated” and achieve well within a “broad and balanced curriculum.” The inspection highlights effective teaching, particularly in reading, and strong support for pupils with special educational needs and/or disabilities.

Strengths

• Staff have “good subject knowledge” and create “purposeful working environments” where lessons flow smoothly and behaviour is rarely disturbed.
• Reading is prioritised with daily phonics lessons from Reception; staff use regular checks to “adapt the phonics curriculum” and ensure pupils read books matched to their known sounds.
• Pupils with special educational needs and/or disabilities are identified early and access the same curriculum, with teachers adapting activities so they “make gains in their learning and independence.”
• The early years provision is strong, with “well-established routines” that help children feel safe and prepare them well for Key Stage 1.
• Parents make “very positive comments” about the care, support, and progress their children receive.

Areas to improve

• In a small number of subjects with newer curriculums, pupils have “gaps in their understanding” due to past planning weaknesses; teachers must “fully account for the pupils’ prior knowledge” in planning.
• Governors are “less clear about some priorities to improve the quality of education” and must ensure improvement priorities focus precisely on what is needed.

Safeguarding

The arrangements for safeguarding are “effective,” with staff receiving regular training to recognise risks and leaders working with outside agencies to ensure pupils are safe.