Middleton Community Primary School is a welcoming and friendly environment where pupils are eager to learn and engage with visitors about their work. The school has demonstrated a strong commitment to fostering a love for reading, with pupils quickly learning to read upon joining. The enthusiasm for reading is particularly evident among Key Stage 2 pupils, who appreciate the new selection of books in the school library. The school offers a variety of extracurricular activities, including singing in the local church and outdoor learning, which contribute to the overall positive experience for students. Parents and carers express high levels of satisfaction with the education provided.
Pupils exhibit kindness and thoughtfulness towards one another, with older students often assisting younger ones. The behavior of students is commendable, both in lessons and throughout the school. Instances of bullying are rare, and pupils feel safe, knowing they can approach adults with any concerns. Opportunities for involvement in the school community, such as roles in the school council or as pupil librarians, further enhance their sense of responsibility and belonging.
The leadership team is dedicated to ensuring that pupils achieve their best. The curriculum is designed to support not only academic success but also the spiritual, moral, social, and cultural development of students. Teachers have a clear understanding of pupils' progress in reading, writing, and mathematics, allowing them to tailor instruction effectively. Reading is prioritized, and younger pupils are particularly confident in using phonics to tackle unfamiliar words. The enthusiasm for reading is evident in discussions among pupils about their reading challenges and preferences.
The English curriculum is well-structured, enabling pupils to develop their writing skills progressively. In Key Stage 1, students enjoy creative writing linked to their reading, while Key Stage 2 pupils engage in thoughtful discussions about persuasive writing topics. However, the quality of writing across different subjects is not consistently matched, indicating an area for improvement.
While mathematics instruction has improved, with pupils demonstrating confidence in problem-solving, the range of work in subjects like geography, history, and science is limited. Leaders are aware of this and are implementing revised curriculum plans and training to enhance staff confidence in delivering a well-rounded education. The school is also focused on ensuring that the needs of pupils with special educational needs and disabilities are met effectively, although there is room for improvement in the deployment of teaching assistants.
Pupils generally behave well and are well-prepared for secondary education, with older students serving as positive role models. The leadership team is attentive to staff well-being, and the support from the locality committee and trust is effective. Most parents express positive views about the school's work.
The safeguarding measures in place are effective, with staff trained to recognize and respond to potential risks. Leaders ensure that all necessary checks are completed for new staff, and they collaborate with external organizations to provide support for pupils as needed.
To enhance the school's effectiveness, leaders must ensure that the curriculum is consistently well-planned and sequenced across all subjects. Regular checks should be made to confirm that training leads to effective curriculum delivery. Additionally, collaboration between teachers and teaching assistants should be strengthened to maximize support for pupils during lessons, ensuring that all students continue to achieve well.
