|Name||Wingham Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 February 2012|
|Address||School Lane, Wingham, Canterbury, Kent, CT3 1BD|
|Religious Character||Does not apply|
|Number of Pupils||209 (48% boys 52% girls)|
|Number of Pupils per Teacher||18.2|
|Percentage Free School Meals||6.2%|
|Percentage English is Not First Language||1.4%|
|Pupils with SEN Support||15.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about the school
Wingham is smaller than the average sized primary school. Most pupils are White British, with a very low proportion of pupils from minority ethnic heritages. The proportion of pupils known to be eligible for free school meals is well below average. The number of pupils who are disabled or who have special educational needs is lower than average. The Early Years Foundation Stage children are taught in one Reception class. The school runs a daily breakfast club. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
This is a good school. Pupils develop into responsible, very well-behaved learners and they achieve well. Wingham is not outstanding as teaching, while typically good, is not of the highest quality in all classes. The use of information and communication technology (ICT) skills is not always planned regularly enough within day-to-day activities. Pupils achieve well throughout the school. Children have a good start in the Reception class, benefiting from improved outdoor resources since the last inspection. They gain a good range of early reading, speaking, writing and number skills. In Years 1 to 6, pupils’ reading, mathematics, and more recently their writing skills, develop effectively. By the time they leave the school, pupils reach above average levels of attainment. Typically, good levels of teaching promote pupils’ good achievement. Regular, interesting practical activities aid pupils’ enjoyment of lessons. There are some small variations in quality between classes, as not all teaching is at the level of the best. Assessment to guide pupils is more effective in English than in mathematics. Older pupils sometimes say they could do harder work. Pupils’ typically outstanding level of behaviour and mature approach, fostered by high levels of spiritual, moral and social development, ensure excellent harmony among pupils. This means that playtimes are generally incident free and learning in lessons is rarely disrupted. Pupils’ awareness of local and global cultures is promoted well, but their understanding of the differing backgrounds and beliefs of others represented in the wider United Kingdom is not secure. Directing the school’s continued success are effective senior leaders who have successfully addressed a dip in results, maintained the very caring ethos and managed staff and teaching performance to good effect. The vast majority of parents and carers say they would recommend the school to others.