Captain Webb Primary School

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection. The school's next inspection will be a graded inspection.

What is it like to attend this school?

There is a strong sense of belonging at Captain Webb. Everyone is proud to play their part in making the school the best it can be. Pupils are thoughtful, kind and caring.

They behave very well and produce high-quality work that they are rightly proud to share.Everyone has high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Reading is of the highest priority, and ...staff build pupils' language and communication skills right from the start.

The school develops pupils' knowledge and confidence through an inspiring curriculum and highly motivating learning experiences. This deepens their understanding across the curriculum. Academic outcomes are high.

The exceptional personal development offer is carefully interwoven through school life. Pupils learn to be responsible, active citizens. They value the wide range of opportunities to broaden their horizons.

Pupils visit the Houses of Parliament and museums and go on field trips in the local area. They enjoy clubs, including chess, cooking and craft, as well as a wide range of sport. Pupil leaders, including safeguarding, reading and 'autism awareness ambassadors', make a tangible contribution to school life.

Pupils are very well prepared for the next stage of their education.

What does the school do well and what does it need to do better?

The school is determined to provide the best education and care for all pupils. The development of language, communication and vocabulary is interwoven through the whole provision.

This starts from the youngest children in the early years. Leaders have created an ambitious well-sequenced curriculum and identified the precise knowledge and skills they want pupils to learn. All staff are determined to ensure high standards.

They use their knowledge of individual pupils and their needs to adapt the curriculum effectively.

Leaders have invested in an exceptional programme of professional development for all staff. This ensures that teaching and pastoral support is of the highest quality and focused on addressing any barriers to learning as quickly as possible.

This means that the curriculum is consistently delivered to a very high standard. Teachers check pupils' prior knowledge before they introduce any new content and provide helpful feedback so that pupils know how to improve their work. Staff check for misconceptions and provide additional support so that pupils who need help catch up quickly.

Reading is of the highest priority. Well-trained staff deliver a structured approach to teaching phonics. Regular checks ensure that every pupil gets the help they need to keep up with their peers.

Reading for pleasure is promoted at every opportunity through whole class story time, 'page-turners' and author visits. Pupils are inspired to create their own anthologies of poems and stories, which take pride of place in the school library. Pupils have access to a wide variety of interesting, carefully chosen texts that promote their understanding of different cultures and beliefs.

The school has created a new ambitious vision for inclusion. Leaders identify the needs of pupils with SEND with precision, which ensures that adults focus on providing effective support for all. Specialist support staff, such as speech and language and behaviour support assistants, provide valuable expertise.

This means that pupils with SEND make rapid progress through the curriculum.

Children thrive in the early years provision. They become independent and confident learners.

Strong relationships with staff, well-structured routines and a focus on foundational skills, including early mathematics and reading, ensure that children are ready for year 1.

The school is a warm and calm learning environment. There are well-established routines that support pupils to gain confidence and independence in a nurturing environment.

They know that they can talk to a trusted adult in school whenever they need to. The school supports pupils who need help to manage their behaviour exceptionally well. Governors recognise this.

They say that the school 'never gives up on any child'. Parents appreciate the high-quality pastoral support they receive. They recognise how this impacts on their child's well-being and academic achievement.

Pupils love coming to school. Attendance is high. The school works closely with families of pupils who struggle to attend regularly.

This work is effective.

Personal development is at the heart of everything this school does. Pupils understand why they need to respect the beliefs and opinions of others.

They talk confidently about not judging people based on stereotypes. Pupils contribute to their local community by listening to the local residents, litter-picking and singing at the local church. They develop resilience and team-building skills in the 'magical forest school', as well as learning how to care for the environment.

Leaders are reflective, rigorous and outward-looking. They seek regular advice and challenge from the local authority and specialist advisers. Governors rigorously check the school development plan.

They are well equipped to oversee financial decisions, ensuring that these are made in the best interests of children. Staff feel listened to and are exceptionally proud to be part of this school.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in December 2019.