Winsley CoE VC Primary School

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About Winsley CoE VC Primary School


Name Winsley CoE VC Primary School
Website http://www.winsley.wilts.sch.uk
Inspections
Ofsted Inspections
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.
Headteacher Mr Ross Wolverson
Address Tyning Road, Winsley, Bradford-on-Avon, BA15 2JN
Phone Number 01225863365
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 137
Local Authority Wiltshire
Highlights from Latest Inspection
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.

Main findings

This is an outstanding school.

It has achieved wide-ranging improvements since the last inspection, which have led to outstanding achievement by all groups of pupils. By the time pupils leave the school at the end of Year 6, their attainment is high and their personal development is exceptional. The headteacher's dynamic leadership is the driving force behind the collective ambition shown by staff and governing body to strive for excellence.

Excellence is achieved in many areas. The oldest pupils' high levels of attainment in English and mathematics are the result of the consistently good progress of all pupils from the time they start in the Early Years Foundation Stage. The pupils enter tha...t Stage with attainment above expected levels and continuously the vast majority achieve the school's high expectations of the progress they should make each year.

In some areas, the progress is outstanding, notably in reading and writing. Pupils with special educational needs and/or disabilities achieve similar rates of progress to their peers. That is helped by early assessment of needs and highly effective support by both teachers and teaching assistants.

While academic attainment is high and progress good, pupils' personal development is particularly impressive. The high quality of the relationships between pupils is exemplified by the caring friendliness shown by the older pupils to the younger ones. School life is enriched by the significant contribution made by pupils to the school as a community.

The pupils have many responsibilities around the school that they carry out very conscientiously. Playtimes illustrate that well, when pupils can be seen acting as playground buddies, refereeing ball games, or supervising small groups in the conservation area. Pupils work hard in lessons and show that they are enjoying learning.

Their outstanding behaviour is an important contribution to the excellent working atmosphere in classrooms. Some of the teaching has outstanding features, but teaching is judged good overall. That is because there are some inconsistencies between teachers in the frequency of their checking of pupils' progress during lessons.

Pupils themselves do not always have sufficient opportunities to stop to review their learning and think for themselves about how it might be improved. Such self-assessment is an excellent feature of older pupils' lessons, so there is good practice to be shared and senior leaders recognise this. Assessment over the longer term is focused sharply on measuring progress term by term in reading, writing and mathematics.

Teachers do that very effectively and they use the information well to identify any pupils falling behind. Then, they monitor carefully the impact of the programmes introduced to help pupils to catch up. Pupils' attainment is assessed thoroughly across the whole curriculum.

The broad, balanced curriculum is outstanding provision. Pupils say how much they enjoy the first-hand experiences which feature prominently in their learning. The curriculum is planned around the skills of each subject and this ensures continuity and progression between topics covered in each class.

There is also detailed planning of learning activities which will impact on pupils' personal development. Cooperative working is given high priority and the ability to work collaboratively with others is a notable strength of the pupils' from an early age. Outstanding care, guidance and support for all pupils and, in some cases, their families, are also among the strengths of the school.

That provision, like the curriculum, has significant impact on pupils' personal development. Self-evaluation by senior leaders is rigorous, as are the continuous monitoring and evaluation of key aspects of the school's work by the governing body and senior staff. Staff who lead foundation subjects have a good overview of their subjects, but have insufficient time to check the full impact of any new initiatives on pupils' progress.

Senior leaders' plans address that. They recognise that, in a small school, not all subjects can be monitored at the same time and that subject priorities have to be established in order that the impact of subject leaders on the leadership and management of teaching can be maximised. The thoroughness of evaluation of priorities in the school development plan and the continuing improvements in pupils' academic and personal development show that there is an outstanding capacity for sustained improvement.

Governance is outstanding and the governing body has ensured that important responsibilities, such as safeguarding, are secure and effective. The governing body works closely with school staff in order to maintain continuous improvement in the school's effectiveness.

Information about the school

The school is smaller than an average-sized primary school.

The large majority of pupils are of White British heritage. Pupils are taught in four mixed-age classes: Reception and Year 1, Years 2 and 3, Years 4 and 5, and Years 5 and 6. The proportion of pupils known to be eligible for free school meals is below the national average.

The proportion of pupils with special educational needs and/or disabilities is also below average. The school has received awards for several aspects of its work, including Activemark Gold award and Healthy Schools status. A pre-school provision is based on the school site, but this is not managed by the governing body and, therefore, inspected separately.

Also at this postcode
Winsley Acorns Preschool

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