CHILDREN become ‘confident and articulate young people’ at a primary school in Callands, according to an Ofsted inspector.

The Callands Road school received the highest grading of outstanding by the education watchdogs in their last graded inspection back in 2016, however the most recent ungraded inspection suggested this may change.

Despite an overall glowing report, the ungraded inspection that took place this year on June 15 and 16 highlighted some areas to improve for Callands Primary School to maintain its top spot.

The report began: “There has been no change to this school’s overall judgement of outstanding as a result of this ungraded (section 8) inspection.

“However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.”

The report still reflected the success of the school and its staff in providing a ‘rich curriculum’ and creating a kind and loving environment for its pupils.

“Pupils say that they love school and describe it as fun. They show kindness and respect for each other and adults in school.

“Leaders have ensured that pupils experience a rich curriculum. All pupils, including those in the early years, develop independence and resilience with their learning.”

The Inspector noted that in some but not all subjects, leaders had identified ‘smaller blocks of knowledge that pupils need to know and remember’.

The report added: “In these subjects, pupils recall what they have learned fluently and use this learning to build a rich body of knowledge.”

However, some subjects are missing this and in tern the report suggested that ‘pupils are not acquiring a connected body of subject knowledge’ to allow them to ‘extend their learning’.

On other positive notes, the inspector praised the staff at the school for their focus on reading within the curriculum.

The report said: “Teachers are quick to identify those who may find reading more difficult. Staff support these pupils effectively to enable them to keep up with their peers.”

Leaders were also praised for their ability to work closely with the families of pupils with additional needs and staff were equally commended for ensuring that ‘all activities are accessible’ to SEND pupils.

Lastly, the report reflected that while leaders set high expectations for how the curriculum should be implemented by teachers, this is not effectively carried out in all subjects.

“Most teachers follow these expectations. Teachers explain new learning clearly. However, in a few subject areas, leaders have not checked that teachers follow the agreed curriculum in the way it is intended.

“As a result, pupils do not learn all that they should.”