Wainwright Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Wainwright Primary Academy has a 'buzz' of ambition, warmth and happiness. The environment for learning is stunning. Inclusion, diversity and equality are celebrated.

Pupils are proud of their school. They have a sense of privilege. They know that teachers have incredibly high expectations of them.

They recognise that they seek to 'empower, respect and care'.

Leaders take the responsibility of serving the community extremely seriously. The school is a beacon.

It is a safe haven for pupils and their families. Expert care and support ensure that pupils feel safe and ready to learn. Pupils' behaviour is exemplary.

They ferociously insist that d...iversity is important. They show each other tolerance, kindness and respect. Bullying is not accepted.

It is swiftly addressed.

Children receive an outstanding start in the early years. Their starting points are precisely understood and then carefully built on.

Children express awe and wonder as they learn. Staff support pupils to succeed, no matter their personal circumstance or culture.

Pupils experience countless wider experiences.

Leaders resolve the barriers faced by some pupils. There are no limits. One pupil spoke for many when they said, 'The school gives me many extra learning opportunities.

This brings me a lot of joy.'

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

The curriculum intent is clear and well planned. There is a sharp focus on the knowledge that pupils need to learn from the early years to the end of key stage 2.

Leaders have recognised the importance of developing pupils' oracy. They want to make sure that pupils can express their thoughts, feelings and ideas. Pupils speak about their learning with authority, pride and confidence.

Most aspects of the curriculum are consistently and securely implemented, but not all. Leaders are already taking action to address this.

Teachers receive high-quality professional development.

They are knowledgeable. They conduct additional research. They exhibit a strong moral purpose.

Much of their work is exemplary. It is worthy of sharing with others across the trust.

Subject leadership is a strength.

Leaders are specialists. The literacy lead, for example, has rightly ensured that literacy is a whole-school priority. Pupils are immersed in ambitious and challenging texts.

They learn the language of Shakespeare. They experience rap, rhyme and poetry. Pupils who speak English as an additional language receive exceptional support to develop their literacy knowledge.

They are quickly integrated into the life of the school. Pupils express gratitude for the richness of these opportunities. They said that they are grateful to their teachers because they 'have strong knowledge and are articulate'.

Assessment is effective. The curriculum is often adapted skilfully to meet pupils' learning needs. This is particularly evident in the early years and in the teaching of phonics.

There is a clear, well-structured and skilfully taught phonics curriculum. Pupils read books that match the sounds that they are learning. They practise their reading regularly.

They express enjoyment and pride in their reading awards and achievements.

Pupils with special educational needs and/or disabilities (SEND) receive expert support. Knowledgeable and skilled professionals oversee this.

Teaching assistant support is top notch. Pupils with SEND achieve well and attend better than others in the school.

Pupils experience a high-quality religious education curriculum.

Pupils learn about different faiths and religions. There is a positive culture of acceptance. Pupils said that they feel comfortable and safe to discuss their culture.

There are safe places within the school to practise faith and prepare for prayer.

Groups such as the eco and the diversity teams are democratically organised and proactive. They make a difference.

The mini police receive awards for their work to educate others about the rule of law and the importance of community. They were full of pride at the recent graduation ceremony!

The trust provides strong governance. The local academy committee acts with integrity and knows the school well.

The executive principal is highly effective. Staff feel well supported. They express great pride to work at the school.

The leadership of the principal is inspired. His relentless focus to improve pupils' life chances can be seen throughout the school. All staff have a mission to address inequality, raise aspiration and improve pupils' life chances.

Parents recognise this. They said that the principal has 'worked magic' and has ensured that 'children are at the heart of all decisions'. This is a school for the community to be proud of.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong safeguarding culture. Pupils know that there are many people to turn to if they need help.

The personal development, behaviour and attendance leader and her team provide outstanding support for pupils and their families. No stone is left unturned.Everything is done to make sure that pupils are safe and that they receive the help that they need.

Records are precisely kept. Work with external agencies is exemplary. Often, school staff are the champions for the community.

They are the ones that families turn to in times of need. They receive expert advice, support and care.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not securely or consistently implemented.

A few subjects are not as well developed as the majority. Leaders are aware of this. They should continue their work to ensure a curriculum of consistently high quality and that pupils, including disadvantaged and pupils with SEND, continue to achieve exceptionally well.