Walliscote Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel part of a unique and welcoming school.

Some call it the 'Walliscote family'. Pupils are polite, respectful and helpful in lessons. They listen well and enjoy learning in a caring environment.

Pupils are confident, independent and engaged in their lessons. All ages play well together at breaktimes. Staff and pupils are warm and respectful to one another.

Pupils learn to be thoughtful and appreciate others. They attend regularly and enjoy coming to school. Even the youngest pupils know and understand what it means to stay safe at school and in the community.

Staff have high expectations for how pupils behave. They make sure all pupils under...stand right from wrong and know what they need to do to improve their behaviour. Leaders do not pretend that bullying and poor behaviour do not happen.

Pupils are confident that when they report a problem, staff will deal with it quickly.

Leaders involve parents in the life of the school. Many parents recognise and praise the school's work.

They are positive about the caring and supportive staff and about how well the school supports children to thrive emotionally and academically.

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

Leaders are ambitious for all pupils. In most subjects, they have developed a well-planned curriculum.

Pupils can recall much of what they have learned. For example, pupils know about and understand the concept of invasion in history. They apply what they know across different time periods when learning new concepts.

Pupils build on their secure knowledge of number to problem-solve and reason in mathematics. In early years, children settle to work quickly and have a real interest in learning. They are calm and thoughtful during discussions.

There are high expectations of the vocabulary and language children use. Teachers use questioning and assessments well to understand and develop pupils' depth of knowledge.

A few subjects in the school's curriculum are less well developed.

Subject leaders have set out the important knowledge pupils should know and by when. However, they have only recently started to check how well pupils know and understand the curriculum in these subjects. As a result, teachers do not have a full understanding of pupils' misconceptions.

Staff understand pupils with complex needs well. They make sure lessons meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). Staff support these pupils to work well independently and to be involved in school life.

As a result, pupils with SEND are well prepared for the next steps of their education.Leaders make sure that reading is a priority across the school. Children learn phonics soon after they start in Reception.

Most pupils read books that match the letter sounds they know. If pupils find reading difficult, they get extra help so they can catch up. Pupils in key stage 2 read from and listen to a range of classic books.

There is a strong culture of reading in the school community. Staff make sure all activities interest and build on children's important learning. Leaders provide effective training, so that all adults give children skilful support.

Children learn and use a wealth of new vocabulary. They confidently take part in routines. Leaders think about how learning in Reception connects with learning that pupils will encounter in the future.

Children have a strong basis to build on.

Leaders place as much importance on pupils' wider development as they do on their academic achievement. Pupils enjoy a wide range of experiences that help them to learn and broaden their horizons.

Peer mentors help pupils get on with each other and not fall out at breaktime. Specialist visitors to the school help develop pupils' well-being. Assemblies promote the school values of 'Aim High, Work Hard, Be Kind'.

Pupils learn about and appreciate different ways of life and value the role their school plays in the local community. For example, the school council works closely with local charities. Pupils say the curriculum helps them to understand and build positive relationships with their peers.

Pupils enjoy the benefits from the wide range of clubs and activities.Staff work closely as a team. They appreciate leaders' efforts to reduce their workload.

Governors support the school's inclusive ethos. They keep up to date with the improvements leaders make to curriculum and behaviour. Trust leaders have an accurate view of what the school needs to do next.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know the school's safeguarding context well. They ensure that keeping pupils safe is their top priority.

Pre-employment recruitment checks are thorough.Leaders make sure staff are alert to signs that pupils may be at risk of harm. Staff share any concerns they have about pupils' welfare with leaders responsible for safeguarding.

They are tenacious in securing the right support for pupils who need it. Leaders ensure that pupils get the help they need as quickly as they can.

The curriculum gives pupils a good understanding of how to stay safe when using the internet and social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not yet well planned and sequenced in all subjects. In a minority of subjects, pupils do not always recall what they have learned before. Leaders must ensure that pupils learn key knowledge and vocabulary to support them to know more and remember more in all subjects.

• Leadership in some curriculum subjects is underdeveloped. Consequently, subject leaders do not have a clear understanding of how well their subject enables pupils to build knowledge over time. Leaders must ensure that subject leaders bring about improvements to the curriculum, so pupils learn and remember more.