Walter Evans Church of England Aided Primary School

Highlights from Latest Inspection

Main findings

This is a good school which has improved since the previous inspection. The leaders and managers create a purposeful and welcoming place to learn, in which everyone is assured of individual care and attention in a safe, friendly and stimulating environment. This is confirmed by parents and carers, who typically commented, 'My children are stimulated and challenged and excited to learn'.

Consequently, the pupils achieve well and develop strong personal skills. This is why the quality of education is good. A good range of cross-curricular elements and themed work forms a lively backdrop that fully engages pupils in their learning.

This is supported by a high proportion of good teaching, featuri...ng warm, encouraging relationships. This assists children to make a good start in the Early Years Foundation Stage that continues throughout the school. Numeracy and literacy skills have risen through good target-setting procedures.

The targets are frequently referred to in lessons, especially in Years 5 and 6. This helps pupils to understand clearly how to reach the next level. By the time pupils leave Year 6, attainment is above average and in reading it is high.

The clear and consistent care, support and guidance pupils receive enable them to understand what is expected from them as individuals. As a result, their considerate and respectful behaviour and strong social attributes make a substantial contribution to their learning. Support for families, including well-run 'wrap-around' care, has had a significant impact on pupils' attendance, which is high.

All groups of pupils do well overall. The process for the identification of pupils with special educational needs and/or disabilities is thorough. These pupils make equivalent progress to their class-mates because the school is quick to provide additional support when necessary.

Those pupils who find learning easy achieve their potential. The proportion of pupils attaining higher National Curriculum levels is above average in reading, writing and mathematics. The school's leaders and managers draw committed teamwork from all the staff.

The management of teaching and learning has improved. Subject leaders play a more significant role and are more accountable through regular, rigorous checks. This has increased the impact of lessons on pupils' learning.

There are minor inconsistencies in pupils' progress through the school. In the Early Years Foundation Stage, the planning for free-choice activities in the outside area for the Reception classes does not always offer a good range of activities or make enough links to the teacher-led sessions for children to reinforce what they have just learned. In the rest of the school, in a few lessons, too long is spent at the start of the lesson recapping what the pupils already know or explaining what is to be learned, delaying the start of more challenging tasks matched to pupils' different abilities.

Although discrete lessons promote the basic skills of literacy, numeracy and information and communication technology (ICT) well, there are not always sufficient opportunities for pupils to practise these skills in the cross- curricular or themed work that they undertake. The temporary leadership arrangements have led to some uncertainty in the school community. However, the governing body and all leaders and managers have remained fully focused on improving the school.

Self-evaluation is accurate. Current planning reflects a clear awareness of what is needed to take the school forward. The school's success in improving all aspects of provision and pupils' outcomes since the previous inspection, and the strong teamwork evident, demonstrate that the school has good capacity to improve further

Information about the school

This school is larger than average.

Most pupils are White British. Fewer pupils than average are from minority ethnic backgrounds or speak English as an additional language. The proportions of pupils with special educational needs and/or disabilities or who have a statement of special educational needs are well below average.

An average proportion of pupils enter or leave the school's roll at other than the usual times. The proportion of pupils known to be eligible for free school meals is below average. The Early Years Foundation Stage comprises a mornings-only Nursery, an afternoons-only Nursery, and two Reception classes.

All the classes are mixed-age in the rest of the school. The school runs before- and after-school 'wrap-around' care. It has Healthy Schools status and a number of other awards for its provision including Artsmark Silver, and the International Schools Award.

The headteacher is currently the full-time executive headteacher of a federation of three other schools in the locality. During this absence, the school is being led by an acting headteacher, who is the substantive deputy headteacher. One of the Reception teachers is acting as leader of the Early Years Foundation Stage on a temporary basis following a retirement.