The Sele First School

Overview

The report states that pupils “thrive during their time at Sele First School” and describes the school as a “happy place” where staff have “high expectations of all pupils.” Inspectors found that the new headteacher has “sensitively brought about positive changes,” with a strong focus on well-being and effective leadership that supports staff workload and curriculum planning.

Strengths

• Pupils display “positive behaviour” and are confident that bullying would be dealt with if it occurred.
• The curriculum is “clearly sequenced with identified end goals,” with particular praise for the “very well developed” approach to history and timelines.
• Phonics teaching is “highly structured” and delivered consistently, with leaders actively identifying learning gaps.
• Governors have an “excellent understanding of their role,” providing robust support and accountability for leaders.
• Early years children enjoy a “well-sequenced curriculum” with engaging role-play areas and adult-led activities.

Areas to improve

• Leaders must address “significant differences in how rapidly pupils are learning phonics,” as ability grouping has widened attainment gaps between lower and upper-ability groups.
• Staff need to implement the new behaviour policy with greater consistency to reduce “low-level disruptive behaviour” and ensure all pupils are actively engaged.
• The curriculum requires more depth in covering “cultural diversity in modern Britain” to help pupils develop balanced views on ethnicities and cultures.

Safeguarding

The report confirms that “the arrangements for safeguarding are effective,” noting a “culture of vigilance” and rigorous recruitment processes.