Dr Walker’s Church of England Voluntary Controlled Primary School, Fyfield

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Dr Walker's School. The school has a strong sense of togetherness; everyone looks after each other.

Pupils are respectful, courteous and kind. Pupils act in line with the Christian ethos of the school. Pupils feel happy, feel safe and cared for.

They, and their parents, appreciate the support and encouragement that pupils receive from staff.

Pupils enjoy the many visitors and events that ignite their interest in learning and broaden their knowledge of the wider world. These range from a rabbi to local authors and circus performers.

Pupils are keen to learn and are ambitious to do well. However, the quality of teaching is to...o frequently not good enough. Pupils, including those with special educational needs and/or disabilities (SEND), do not gain the depth and breadth of knowledge that they should.

There are many opportunities for pupils to develop their confidence. They can take on leadership roles. These include positions such as head boys and girls, and subject ambassadors.

All pupils learn musical instruments, such as the ukulele, and try out a range of sports including rugby.

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

The school has made significant changes to its curriculum. It has adopted new programmes that identify what pupils need to know and break down knowledge into clear steps.

However, the curriculum in Years 1 to 6 is often not delivered as leaders intend. Some teachers do not have strong enough subject knowledge. They do not model learning clearly or accurately.

They do not know how to check what pupils know effectively and how to close gaps in their knowledge. As a result, pupils' knowledge is not sufficiently secure in too many areas of the curriculum.

The school promotes and celebrates reading.

Pupils read widely. Teachers read to pupils every day. In Reception, children learn to blend sounds, decode words and form increasingly complex sentences; this gives them a solid foundation to develop their reading.

Support for weaker readers varies in quality. Interventions are often confidently delivered by knowledgeable staff. As a result, weaker readers become more accurate and fluent.

In some instances, however, staff have not received the training to teach reading effectively. In key stage 2, the choice of texts is not carefully mapped. Pupils do not encounter increasingly ambitious and diverse texts that build their knowledge and skills over time.

Teachers adapt tasks to meet the needs of pupils with SEND. However, this is not always done precisely enough. The school is sometimes too slow to identify pupils who need greater support to access the curriculum.

Consequently, these pupils do not always gain the knowledge they need to achieve as well as they could.

Children in Reception become increasingly confident and independent; they learn how to do up their coats and care for themselves. They usually play and work well with each other, although some find it hard to share or take turns.

The teacher uses spoken language effectively in order to get pupils talking with increasing clarity. Pupils practise counting and adding to develop a secure understanding of number. Children take part in well-planned activities.

These help them learn about the world around them.

Pupils attend and behave very well. If pupils do not follow the rules, they reflect on where they have gone wrong.

They are given the guidance they need so that they can improve.

Pupils are well prepared for life in modern Britain. They learn about different faiths, democracy and different careers.

Older pupils know how their bodies develop and how to keep themselves safe online. In assemblies, pupils learn about being a 'shining light' for others in how they live their lives.

The school has experienced a period where there have been significant challenges, particularly around staffing.

Leaders have been highly resilient. They have made important changes to the curriculum, the school environment and to the early years provision. Staff feel supported with their well-being and workload.

Governors are committed and supportive. However, leaders and governors are not rigorous or effective enough in how they check the quality of education in the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not have the subject knowledge and skills they need to deliver the curriculum effectively. Consequently, pupils do not gain the knowledge that they need and develop gaps. The school should ensure that staff have the training and support that they need to deliver the curriculum as leaders intend.

• The reading curriculum from Years 3 to 6 is not fully planned or embedded. Pupils do not yet encounter a diverse and increasingly ambitious programme of texts that help to build readers' proficiency and comprehension. The school should ensure that the reading curriculum is carefully designed and fully implemented throughout the school.

• The school does not identify weaknesses in the implementation of the curriculum, including its provision for pupils with SEND, rapidly or precisely enough. Consequently, the quality of pupils' education is not good. Governors must ensure that leaders are provided with the support and challenge required to swiftly and accurately identify where improvements are needed and to address them.