Walton Holymoorside Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love their school. They are very enthusiastic about their learning and are happy. One pupil, typical of many, said, 'If I could choose, I wouldn't go to any other school.'

Pupils are respectful to adults and to each other. Strong relationships permeate the school. Pupils model the school values, which include respect, responsibility and resilience.

The school is ambitious for all pupils to do well and achieve their best. Adults set clear expectations of behaviour and learning. Pupils live up to these expectations.

They work hard in lessons and behave well. Pupils feel safe here. They are encouraged to talk about how they feel.

Pupils know tha...t there is a trusted adult they can talk to if they have any worries.

The school gives pupils many opportunities to explore their interests. They enjoy the extra activities like football, judo and coding clubs.

Pupils raise money for different charities. They are proud of their responsibilities. These include mini leaders, reading ambassadors and eco committee members.

Parents and carers speak highly of the school. Typical comments included, 'This is a lovely, thriving school, where the staff know the children well.'

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

The school works with determination to provide the best for all pupils.

Over the last two years, the school has made significant progress in raising their expectations of pupils' learning and behaviour. The school offers a broad and interesting curriculum. The curriculum identifies the important knowledge pupils need to learn right from the start of nursery.

Careful thought has been given to what pupils should learn and remember in each subject. Pupils review what they have learned before so that they can use this knowledge to help them tackle new learning.

The school uses different ways to check how well pupils understand what they have learned.

In some subjects, the school makes good use of these checks to see how well pupils are learning what is intended. In a few subjects, this is not as well established. The school is less clear about how well pupils are faring or how effective teaching is.

Staff have not yet had sufficient opportunities to check pupils' learning of the intended curriculum in some subjects. Therefore, the school does not always have the full sense of what precise knowledge pupils have understood or remembered in these subjects.

Reading is a top priority in this school.

In the early years, adults help children to develop a love of reading. Staff help pupils to master phonics quickly and to become fluent readers. Pupils' books are matched to the sounds that they know.

The school has invested in carefully chosen books for pupils to read. When pupils struggle to read, skilled adults provide the right support to help them catch up. Many pupils are reading ambassadors.

Older pupils love reading stories to the younger children. This role is highly valued, and pupils take pride in contributing to the positive culture of reading.

The school identifies pupils with special educational needs and/or disabilities (SEND) quickly.

Pupils with SEND receive support to learn the same curriculum as their peers. They have individual support plans that contain advice on how to support individual needs. Some aspects of these documents are not always precise enough to ensure that pupils receive the bespoke support needed to achieve as well as they might.

The school has a carefully considered approach to supporting pupils' personal development. Pupils learn age-appropriate knowledge of healthy relationships. They learn about healthy eating and maintaining an active lifestyle.

They also learn how to keep themselves safe, including when online. Pupils talk about difference and diversity with considerable maturity. One pupil, echoing the views of others, said, 'If we were all the same, it would be very boring.'

Adults and pupils model the school's vision. They are 'welcoming, helping, progressing and smiling'.

Harmonious relationships between staff and pupils create a strong foundation for learning.

Pupils are cooperative and keen to participate. They follow routines well. Pupils are polite.

They have beautiful manners. They hold doors open for each other. Pupils treat adults with respect.

Trustees and those responsible for governance are knowledgeable about the school. They visit the school often, providing support and challenge for leaders. All members of the school work well together to continue to improve provision for pupils.

Staff are positive about the school. Their workload and well-being are a priority for the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school does not always have a clear overview of whether pupils have learned the key curriculum content successfully. This means that the school is not always able to use this insight to adapt the curriculum accordingly. The school should ensure that assessment is used effectively in order to evaluate how well pupils are learning the knowledge, skills and vocabulary intended in all subjects.

• A small number of SEND support documents are not as specific as they could be. As a result, some pupils with SEND do not achieve as well as they could. The school should ensure that all SEND documents provide the full information for staff to ensure that these pupils achieve as well as they could.

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