Walsgrave Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a warm and welcoming school. Pupils enjoy the strong sense of community in the school, and its inclusive culture. Leaders' vision, 'Together we thrive', is evident in their high expectations and in the positive relationships that exist between staff and pupils.

The school's values can be seen on the vibrant walls in corridors and mirrored in the way pupils conduct themselves.

Pupils behave extremely well. In lessons, pupils listen carefully to their teachers and enjoy different learning activities.

At social times, pupils smile as they play together with friends. Pupils are polite and well-mannered, particularly when talking to visitors. High levels o...f pastoral care ensure that pupils feel safe.

Bullying is rare, and leaders take decisive action to deal with any incidents when they occur.

Pupils study a broad range of subjects as part of their curriculum. Leaders have spent time thinking carefully about how pupils build their knowledge and understanding over time.

This is helping pupils to know and remember more.

Parents and carers are overwhelmingly positive about the school. As one parent commented in response to Ofsted's survey: 'I love the community engagement of the school and how staff love seeing my son grow and learn.

He is flourishing.'

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

Leaders have constructed an ambitious curriculum. With support from the trust, school leaders have set out the knowledge and skills pupils should learn, from the early years to Year 6.

The curriculum is logically sequenced so that pupils can build on prior learning and make connections between the topics they are studying. In many subjects, pupils can talk confidently about what they know and understand.

Leaders place great emphasis on helping children learn to read.

This begins midway through Nursery, where children learn one sound a week, before progressing to a more structured programme in Reception. The school's phonics programme is sequenced effectively to help children develop their understanding of letters and sounds. Teachers ensure that the books children read are well matched to their phonic knowledge.

Leaders put support in place for children in Reception who are behind with their phonics. However, they do not check what phonic sounds they can remember regularly enough. This means that some children in Reception are below where they should be.

Teachers use their subject knowledge well to deliver the curriculum. This is particularly the case in mathematics. Teachers use resources effectively to help pupils make sense of key concepts.

There are consistent routines in lessons, where pupils have opportunities to recall prior learning. As a result, pupils enjoy their learning in mathematics and make good progress.

In other subjects, leaders have used the national curriculum to set out what pupils should know by the end of each year.

In addition, leaders have carefully set out the smaller blocks of learning pupils need to know in each topic. Leaders recognise that the implementation of the intended curriculum in some subjects is further along than it is in others. Teachers use different methods to assess pupils' knowledge in the wider curriculum.

This includes end of unit tests to check what pupils can remember. However, this information is not used consistently well to address gaps in knowledge when they emerge.

Teachers support pupils with special educational needs and/or disabilities (SEND) effectively.

Leaders have ensured there are appropriate systems in place to help identify pupils who may have additional needs. Teachers scaffold tasks suitably and use resources well so that pupils with SEND can access the curriculum. Leaders monitor the progress of pupils with SEND carefully, and intervene where necessary to provide support.

Leaders ensure that pupils have many different opportunities for their wider personal development. Pupils take part in a range of different extra-curricular clubs, such as sport, dance and choir. The school's personal, social and health education (PSHE) is well structured.

Over time, pupils develop their understanding of how to stay healthy and safe, both physically and mentally. Pupils also learn about different types of relationships in an age-appropriate way. Pupils have a secure understanding of fundamental British values through assemblies and voting for members of the school council.

There are several ways that pupils work with the local community, such as fundraising, planting in the community and remembrance events. Pupils enjoy the different ways they can be part of wider school life.

Governors are extremely committed to the school and provide effective support and challenge to leaders.

They understand their delegated responsibilities from the trust, and carry these out well. Trust leaders are highly effective and have an accurate view of the school's strengths and areas for further development. Staff are overwhelmingly positive about the school and are proud to work here.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure all appropriate checks are carried out on adults before they begin working at the school.

Staff are clear about what they need to record and whom they should speak to if they have a concern about a child.

Staff receive regular training on safeguarding and have secure knowledge of local issues. Leaders keep accurate records of safeguarding incidents and act quickly to ensure that pupils get the help they need in a timely way. Pupils learn to keep themselves and others safe through the school's PSHE curriculum, assemblies and visitors to school, such as the police.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not assess pupils' phonic progress with sufficient frequency to identify those who are falling behind with the programme. This means that, in Reception, there are some children who are behind where they should be in their reading development. Leaders should ensure that staff assess children's phonic knowledge more regularly so that any child who falls behind is given targeted supported immediately.

• Leaders' use of assessment in the wider curriculum is still in the early stages of development. At present, it is unclear how teachers use assessment information to address gaps in knowledge when they are identified. Leaders should continue to refine their use of assessment in the wider curriculum so that it accurately pinpoints gaps in knowledge to help teachers plan subsequent learning.

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