Welsh House Farm Community School and Special Needs Resources Base

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and other leaders are working on the right priorities and standards are rising. Leaders regularly monitor and review the quality of teaching and learning and provide guidance and training.

This has led to improvements in the curriculum and the quality of education provided. Pupils' progress and attainment in all key stages are on the rise. However, pupils are still not reaching the standards that they could.

In addition, pupils' progress when they first start key stage 2 is not as strong as it could be. High pupil mobility is a contributing factor to the below-average academic standards. The school's current assessment inf...ormation is reliable and teaching overall is good.

In most cases, it meets pupils' needs, including those pupils with special educational needs and/or disabilities (SEND). The teaching of reading and phonics is effective. Pupils are developing a love of reading, which is promoted through a broad curriculum.

Leadership in the early years is effective. Although the proportion of children achieving a good level of development was below the national average in 2018, some aspects of the early learning goals were above national figures, for example communication and language. Children make good progress from their starting points.

Pastoral support is excellent. Pupils who have experienced difficulties in their lives receive top-class support, often with help from specialist agencies. Pupils enjoy coming to school and feel safe when they are there.

Their behaviour and attendance are good. Pupils value the many exciting opportunities that the school provides within the wider curriculum. They enjoy being given additional responsibilities and develop leadership skills.

The pupils in the resource base receive effective support and make appropriate progress.

Information about this school

The school is a small one-form entry primary school. Pupils come from a range of heritages and backgrounds.

English is a second language for many pupils in the school. The school has a transient population with an above-average proportion of pupils leaving and joining the school throughout the school year. The school has a cognition and learning additional resource base, which caters for 14 pupils with SEND.

The proportion of pupils with SEND is above the national average. The proportion of disadvantaged pupils is higher than the national average. The school is supported by an education improvement adviser commissioned by the local authority.