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Pupils at Walton-on-the-Hill Primary School love their lessons. They enjoy their learning because the teachers make the work interesting. They trust their teachers to help them.
Pupils say they feel safe. Parents praise the nurturing culture at the school.
Staff have high expectations of all pupils.
They encourage pupils to always try their best. Pupils develop the confidence to keep going even when the learning is difficult. They are happy to take on challenges.
Pupils willingly support each other in their learning.
Pupils enjoy the wide and varied curriculum provided. The school offers an impressive range of activities.
Music flow...s through the school. Pupils eagerly participate in the many sports activities. They love to take part in the drama productions throughout the year.
Pupils behave exceptionally well. They are courteous and kind. Everyone knows about 'The Walton Way'.
Pupils understand and live out the principles of being 'ready, respectful and safe'. Bullying is rare at the school. Staff act quickly if it happens.
Parents value the care that staff give. As one parent wrote, 'I never ever worry about my children when I leave them, and I really feel my children are thriving at this school.'
What does the school do well and what does it need to do better?
Leaders have high aspirations for their pupils.
They aim for all pupils to develop a love of learning. To achieve this, they work to ensure learning is stimulating. Teachers plan learning that engages pupils' curiosity and interest.
The varied curriculum expands pupils' understanding and skills. This is true from Reception through to Year 6. Staff make sure that all learning meets the national curriculum expectations.
Teachers have secure subject knowledge. They explain ideas skilfully so that pupils learn concepts well.
However, leaders have not specified precisely what knowledge within each subject they want pupils to learn.
There is currently a greater emphasis on skills. For instance, in geography, pupils practise how to use grid references for maps. The plans focus on pupils developing their map reading skills, but not on the precise knowledge required to develop that skill.
Leaders have not tracked carefully how knowledge builds over time. As a result, the sequencing of curriculum content is not sufficiently thought through.
Teachers' use of assessment is effective.
They watch carefully to identify whether pupils understand what they are learning. They use this information to adapt their teaching and identify pupils who need additional support. Pupils with special educational needs and/or disabilities (SEND) are fully included in lessons.
Teaching assistants work well with the teachers to help pupils learn effectively. Leaders track pupils with SEND carefully. They use this information to adapt the support as needed.
Reading is a high priority in the school. Teachers make sure that all pupils read or are read to at least three times a day. Storytime is popular and even the youngest pupils sit entranced.
Pupils talk about their reading with confidence and understanding. They can tackle challenging texts independently.
Children start learning phonics straightaway in Reception.
Leaders have recently moved to a new programme for their phonics delivery to ensure that reading books closely match the sounds pupils are learning. As they go through key stage 1, almost all pupils gain fluency in their reading. Those few pupils who struggle receive effective support.
All pupils by the end of key stage 2 can read independently.
The behaviour of pupils is exemplary. There is no disruption to learning.
Pupils relish their lessons and are keen to make progress. The 'Walton Way' principles are well observed. This results in a calm, ordered and harmonious school community.
Even the youngest children settle quickly to the routines. Attendance is high across the school.
Pupils' personal development is carefully planned.
Leaders talk about the 'Waltonness' of each pupil. Leaders are at pains to develop the whole child. They make sure pupils take part in debates and discussions in class.
As a result, pupils speak with confidence and maturity. They are encouraged to be active citizens through community events and charity fundraising. Leaders ensure that all pupils take part and benefit from these experiences.
The headteacher has made sure that pupils feel nurtured and learn well. He and his staff have created an ambitious and happy school community. Staff are all very proud to work at the school.
Leaders make strenuous efforts to support and develop their staff. Governors work well with leaders. However, in order to challenge leaders effectively, they need a more thorough understanding of the school's curriculum.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have strong systems in place for safeguarding. Staff have a high awareness and understanding of safeguarding.
They have received appropriate training, and they pass on concerns swiftly. In turn, leaders work effectively with other agencies to offer support to families. Leaders are aware of local safeguarding risks.
They always remain vigilant to any risk. Leaders ensure that safeguarding systems are robust and reliable.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Subject plans do not focus clearly enough on what pupils should learn.
At present, these plans focus more on skills than the essential component knowledge that needs to be taught. Consequently, pupils' learning in the foundation subjects is not as effective as it could be. It is clear that leaders have begun to revise and improve their plans.
For this reason, the transitional arrangements have been applied. Leaders should keep the revised plans under review and adapt them as needed so that they fully support and deepen pupils' learning. Governors must be closely involved in monitoring these plans so that they have an accurate understanding of what progress is being made.
