South Wonston Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are safe and happy. Pupils know the school's values of 'Be ready, be safe, be kind' and talk confidently about how these are celebrated through rewards and weekly celebration assemblies.

A significant number of pupils come from families who work in the armed forces who join or leave the school periodically. However, pupils develop a sense of belonging quickly and are nurtured thoughtfully. Celebration events such as Armed Forces Day and visiting speakers are used to help pupils forge close links to the community successfully.

In classrooms and on the playground, pupils are calm and orderly. Behaviour is positive throughout the school. If some pupils find self-c...ontrol more challenging, the headteacher leads by example in managing this sensitively.

The school is proactive and determined in implementing recent changes to the behaviour management policy.

Staff have high expectations for pupils' learning. By the end of key stage 2, pupils achieve consistently high standards in reading and mathematics but less strongly in writing.

Pupils with special educational needs and/or disabilities (SEND) learn effectively. The school has a forensic approach to supporting pupils' positive attendance and works with pupils who may be at risk of lower attendance closely, with notable impact. Consequently, pupils attend school regularly and punctually.

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

The school is ambitious for all pupils across the curriculum. This begins in Reception, where staff create a vibrant and enchanting learning environment that builds children's knowledge and vocabulary effectively. Children in the early years are confident and independent.

They sing songs, take turns, and play together happily. Early years staff have expert subject knowledge and help pupils to learn strongly. Where necessary, staff work closely with external agencies to help remove barriers to learning for pupils with SEND.

Disadvantaged pupils' needs are considered in carefully planned ways. Staff adapt the curriculum well and then check what children have learned to adjust their provision adeptly. Personal, social and emotional development is taught excellently.

Across the school, most aspects of core and foundation subjects are taught effectively. The school has identified the precise knowledge and skills that they want pupils to learn. In most classes, staff have effective subject knowledge.

In subjects such as history, teachers use their subject knowledge to present information clearly and build pupils' learning within lessons and over time. In geography, for example, staff teach about interpreting maps and making comparisons of different places effectively. Most staff are confident in responding to pupils' errors and misconceptions meaningfully.

The curriculum has undergone many recent modifications. Some staff do not yet implement some of these developments as effectively as they could. In some subject areas in the wider curriculum, a small proportion of pupils do not learn as securely as they could.

Equally, pupils' writing is not developed fully effectively, including in their work across the curriculum, which means that they do not achieve highly enough.

Reading is prioritised effectively. Staff follow the school's chosen phonics scheme closely.

Reading books match the sounds that pupils have learned and pupils use phonics strategies to decode and blend unfamiliar words with increasing confidence. If any pupils fall behind with their reading, they receive intensive support to catch up to their peers. The school helps pupils to develop a love of reading, with regular opportunities to share high quality modern and heritage texts.

Pupils use the school library widely and key texts are linked to other areas of the curriculum where possible. For example, older pupils talk happily about performing in 'Olivia Twist', a modern play that links to one of the classic texts that they read.

Pupils engage fully with the wide range of clubs available to them.

There are many sporting and artistic opportunities, including football, drama and service families' clubs, which help pupils to instil a sense of belonging and increased confidence. The school is highly inclusive. Pupils are very accepting of those who may have different beliefs, appearances, or protected characteristics.

Pupils are highly motivated to play competitive sports against other schools through participation in activities such as athletics and tag rugby. Pupils thrive in the many roles and responsibilities that they have, such 'Junior Road Safety Officers', house captains and school librarians.

The school has worked hard to implement significant revisions to policies and practice in a short period of time.

Governors are committed to achieving a high-quality education for all. Governors understand and review the strengths and areas for improvement for the curriculum robustly. Parents are generally supportive.

Many shared their appreciation for the staff team and how the school engages with families. One parent summarised the thoughts of many others, saying, 'It is a wonderful school…the new headteacher is a fantastic addition and has made many changes that have had a huge positive impact.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum has been redeveloped recently. In some foundation subjects, new approaches are not taught as consistently well across the staff team, and some aspects do not have the full impact on pupils' learning that is intended. The school must provide appropriate staff straining and development and ensure that the full curriculum is implemented effectively to help all pupils achieve highly.

• Writing outcomes are not as strong as they could be across the curriculum, particularly in key stage 1. Some pupils do not have deep enough knowledge and understanding and do not apply their learning in writing as securely as they could. The school should further develop its approach to teaching writing to ensure that all pupils are prepared for their next stage of education as well as they can be.

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