|Name||Walkern Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||17 October 2017|
|Address||High Street, Walkern, Stevenage, Hertfordshire, SG2 7NS|
|Religious Character||Does Not Apply|
|Number of Pupils||146 (47% boys 53% girls)|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||13.7%|
|Percentage English is Not First Language||0.7%|
Information about this school
The school meets requirements on the publication of specified information on its website. This primary school is smaller than average. The proportion of pupils who are eligible for the pupil premium is below the national average. All pupils speak English as their first language and the proportion of pupils from minority ethnic groups is well below the national average. The proportion of pupils who have special educational needs and/or disabilities is broadly in line with the national average. The number of pupils who have an education, health and care plan is below the national average. The number of pupils at the end of key stage 2 in 2017 was below the requirements for reporting on the government’s floor standards.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the previous inspection, leaders and governors have not ensured that pupils in key stage 2 make enough progress in reading and writing for the school to remain good. Governors do not have a clear understanding of the school’s strengths and weaknesses. They are not holding the school to account as well as they should. Leaders do not have systematic processes for self-evaluation. Improvement plans are not sufficiently sharp to raise pupils’ achievement. The headteacher carries out too many of the managerial roles. Other leaders are new to their roles and their impact is unproven. Pupils’ progress in key stage 2 in reading has been significantly below that of pupils nationally for two years. Currently, the progress groups of pupils make in reading remains mixed. Teachers do not use assessment sufficiently well to adapt learning activities. Consequently, they do not meet pupils’ individual needs consistently well. There are not enough pupils currently working at greater depth in key stage 1. Adults’ expectations of pupils are, at times, too low. They do not provide the most able pupils with sufficiently challenging and interesting work for them to excel across the curriculum. The quality of pupils’ handwriting and presentation varies too much. Adults do not reinforce good habits regularly enough for younger pupils. The school has the following strengths Pupils’ behaviour is good. They are polite and welcoming. They respond quickly to adults’ instructions and work well in class. Pupils achieve well in mathematics. Teachers provide pupils with a variety of activities that are suited to their needs. Pupils make good progress. The teaching of phonics is effective. Pupils enjoy reading at home and at school. Children start well in the Reception Year. Staff ensure that the transition into school life is effective. Children are well settled and understand the routines and expectations. There is a strong sense of community. Most parents, pupils and staff are very positive about the work of the school. Pupils are safe and very well looked after at school. Parents fully agree.