|Name||Walmore Hill Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 November 2017|
|Address||Walmore Hill, Minsterworth, Gloucester, Gloucestershire, GL2 8LA|
|Religious Character||Does Not Apply|
|Number of Pupils||51 (49% boys 51% girls)|
|Number of Pupils per Teacher||15.3|
|Percentage Free School Meals||17.6%|
|Percentage English is Not First Language||0%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. Over the last few months it has rapidly grown in size, due to the imminent closure of a nearby school. The school now has 50% more pupils than it did last year. Pupils are taught in three mixed-age classes; one class includes pupils who are in the early years, Years 1 and 2; the second class includes pupils who are in Years 2, 3 and 4; and the third class includes pupils who are in Years 4, 5 and 6. The children from the local playgroup, Bright Horizons, join the youngest pupils in the school for two afternoons per week. The school is partnered with Pillowell and Blakeney primary federation. The headteacher of Walmore Hill is headteacher of all three schools. A consultation process is under way to enable Walmore Hill to join the federation. A small proportion of pupils are supported by the pupil premium. There are very few pupils whose first language is not or is believed not to be English. Approximately three quarters of pupils are from Gypsy, Roma and Traveller heritage. Approximately one third of pupils in the school receive SEN support. Very few pupils are supported by a statement of special educational needs or an education, health and care plan. Floor standards, which are the government’s minimum expectation for pupils’ attainment and progress at the end of Year 6, are not applicable because of the small number of pupils in the school.
Summary of key findings for parents and pupils
This is a good school The headteacher provides strong leadership and has successfully steered the school through a period of considerable turbulence. Consequently, the school is now more stable. A parent, typical of many, commented, ‘The school is transformed in terms of how it looks and feels and pupils’ attitudes and enjoyment.’ All adults are aspirational and work with steadfast determination to support pupils. As a result of good teaching, most pupils make good progress in English and mathematics. Adults place pupils’ welfare at the heart of everything they do. Leaders monitor their work carefully, adapting the curriculum appropriately to plan personalised support to meet pupils’ emotional, social and academic needs. This improves pupils’ confidence and helps them to engage in their learning. The necessary focus on securing many pupils’ basic skills in English and mathematics means that pupils have not yet had sufficient opportunities to secure their skills in a wider range of subjects. It has also somewhat limited opportunities for them to apply their reading, writing and maths skills in other subjects. Pupils respect each other regardless of their differences, which allows them to feel valued and form strong friendships with others. Effective use is made of additional funding for disadvantaged pupils and pupils who have special educational needs. As a result, pupils are provided with precisely targeted support, which is improving their achievement. They need continued support to accelerate their progress, so that they can catch up and reach the highest standards that they are capable of. Teachers plan work which stimulates pupils’ enthusiasm, although assessment does not consistently ensure that teaching challenges pupils to reach the highest standards. Leaders, teachers and support staff have high expectations of pupils and pupils are keen to learn. This enables pupils to have positive attitudes to learning and they behave well. Children benefit from good teaching in the early years, which helps them to get off to a good start. Leaders build on positive partnerships with parents to emphasise the importance of regular attendance. This needs further work to ensure that attendance continues to improve. The governing body is fully committed to the work of the school and governors contribute effectively to school improvement.