|Name||Eton Wick CofE First School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||20 March 2018|
|Address||Sheepcote Road, Eton Wick, Windsor, Berkshire, SL4 6JB|
|Religious Character||Church of England|
|Number of Pupils||136 (55% boys 45% girls)|
|Local Authority||Windsor and Maidenhead|
|Percentage Free School Meals||3.1%|
|Pupils with SEN Support||10.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
There has been a significant change in staffing since the previous inspection. A new deputy headteacher was appointed in September 2017. All teachers, with the exception of early years, have joined the school since the previous inspection. The school is smaller than the average-sized school. There is one class in each year group in key stages 1 and 2 up to Year 4. Early years comprises a Nursery, offering 30 hours’ childcare, and a Reception class. Most pupils come from White British backgrounds. The proportion of pupils who have SEN and/or disabilities is well below average, as is the proportion of disadvantaged pupils supported by the pupil premium.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders’ work to develop teaching and accelerate pupils’ progress has not yet brought about the necessary results. Leaders, including governors, have correctly identified where improvements are required. However, although their actions are sensible, they have not been consistent or rigorous enough in their approach. The good outcomes achieved by the end of the Reception Year are not always successfully built upon and progress slows as pupils move through the school. Outcomes in reading, writing and mathematics are not good. Although current pupils reach broadly average standards, they are not making the progress of which they are capable. The quality of teaching is not consistently strong across the school. Leaders’ feedback to teachers is not always clear, so improvements in teaching are slow. Teachers make some use of assessment information, but too often they do not use this well enough to build upon what pupils already know. The most able pupils are not consistently challenged throughout the school. Too few of these pupils are achieving higher standards in reading, writing and mathematics. Pupils do not have enough opportunities to write at length or develop their problem-solving skills in mathematics. As a result, progress in these areas is limited. The school has the following strengths A strong Christian ethos exists throughout the school; this is reflected in the very high standards of care pupils show one another. Pupils behave well and have very positive attitudes to learning. Children in early years make good progress because teaching is good and leadership is strong. They leave early years having achieved standards higher than those currently achieved nationally. Leaders’ work to improve outcomes for pupils who have special educational needs (SEN) and/or disabilities and for disadvantaged pupils is effective. These pupils now do well. Similarly, actions to improve attendance have ensured that this is now in line with the national average. The curriculum is strong and meets pupils’ needs well. Consequently, pupils enjoy learning subjects such as science and design technology.