|Name||Wembury Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||23 November 2011|
|Address||Knighton Road, Wembury, Plymouth, Devon, PL9 0EB|
|Religious Character||Does not apply|
|Number of Pupils||199 (58% boys 42% girls)|
|Number of Pupils per Teacher||24.1|
|Academy Sponsor||Westcountry Schools Trust|
|Percentage Free School Meals||3.5%|
|Percentage English is Not First Language||2.5%|
|Pupils with SEN Support||9.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Wembury Primary School is smaller than average. The proportion of pupils known to be eligible for free school meals is below average. Almost all pupils are White British and speak English as their first language. The proportion of pupils with special educational needs and/or disabilities is below average; the largest group of these pupils has speech, language and communication needs. The Early Years Foundation Stage comprises one Reception class. The governing body experienced a large turnover of personnel recently and most members were new to their roles in September 2011.
Wembury Primary is a good school. It has improved considerably since the previous inspection and has a number of outstanding features. High attainment is the norm. Consistently good and sometimes excellent teaching ensures that all groups of pupils make good progress. The curriculum continues to be developed and provides increasingly interesting experiences for pupils and they are always keen to learn. Promotion of equality is outstanding. Those strengths contribute to pupils’ outstanding achievement. The school is caring, calm and harmonious and pupils’ good behaviour and conduct play a significant role in this. Teachers promote very good attitudes to learning, quietly insisting on high standards in pupils’ personal and academic development. Pupils express pride in their school and their contribution to the school and wider communities is outstanding. Older ones take important roles, such as acting as prefects, and all are keen to take on responsibilities to help the school run smoothly. Through the active school council, pupils have a very strong voice in the day-to-day school life, for example influencing its expenditure on the refurbishment of their toilets and drinking facilities. Pupils play important roles in the local community and raise large sums for charities, such as ‘Children in Need’. Children get off to a good start in the Early Years Foundation Stage. They develop high levels of independence and maturity quickly, progress well and are prepared thoroughly to follow the National Curriculum in Years 1 to 6 and beyond. The large majority of parents and carers support the school strongly and have few concerns. A very small minority hold negative views about a number of aspects. The inspection investigated those issues and found no evidence to substantiate the concerns; the school continues to build good relationships with most of its families. The governing body underwent significant changes in 2011 and has many new members; they have worked hard to get to know the school and are making good progress. Members recognise that there is more to do before they understand all aspects of the school, particularly safeguarding, and can hold the school to account fully. The school has taken concerted actions that have improved teaching, leadership and management since the previous inspection. It has built on areas of previously good and satisfactory performance, so that attainment is now high and pupils’ achievement is outstanding. Accurate self-evaluation provides a clear picture of the school’s strengths and weaknesses and leaders and managers use this information to plan effectively and drive for improvement. The school’s capacity for sustained improvement is good.