Warley Town School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Warley Town School flourish in a nurturing atmosphere. Leaders and staff know and value every pupil. Relationships between adults and children are warm and respectful.

The school values of 'inclusion, kindness, respect and fun' underpin pupils' learning, behaviour and social interactions. As a result, pupils enjoy their learning and show great respect and kindness to each other, staff and visitors. Leaders celebrate pupils' behaviour and achievements in weekly assemblies.

Leaders have high expectations for every pupil, including those with special educational needs and/or disabilities (SEND). They have made sure that the curriculum is ambitious, interesting ...and meets the needs of pupils in mixed-age classes. In most subjects, leaders have identified the knowledge they want pupils to learn.

However, in a small number of subjects, there is a lack of clarity around what pupils should know. Leaders are addressing this.

Bullying is extremely rare.

Pupils feel safe. They trust adults to take care of them and to help them sort out disagreements.

Pupils have the opportunity to take part in extra-curricular activities such as gardening, messy play, 'sing and sign' and board games.

They look forward to 'well-being Wednesdays', when they take part in boxing and skipping activities. Parents and carers who attended the 'skip to be fit' family session really enjoyed the experience. Every pupil received a new skipping rope to help them to keep active during the COVID-19 pandemic.

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

Leaders have brought about a strong culture of improvement. They have provided support and training to strengthen teachers' subject knowledge. Leaders have created a collaborative and inclusive culture.

Staff appreciate the training and support they receive.

Leaders have changed the curriculum to better meet the needs of pupils in mixed-age classes. In most subjects, leaders have identified and sequenced the knowledge and vocabulary they want pupils to learn.

In a small number of subjects, this work is at an earlier stage of development. Pupils are not as well prepared for the next stage of learning in these subjects.

Teachers check pupils' understanding at the start of lessons.

They provide opportunities for pupils to revisit their prior learning. As a result, pupils remember more and tackle new learning confidently. Teachers quickly spot when pupils are stuck and give immediate support.

This helps everyone to keep up. Pupils are keen to answer questions in class. They are not afraid to make mistakes because they understand the benefit of learning from mistakes.

The learning environments are cheerful and organised to support learning. Teachers provide a range of useful resources. This includes support material that pupils can choose to use.

This helps pupils to grow as independent learners. Children in Reception enjoy exploring and trying out their ideas indoors and outside. They thrive on challenges such as working out how to release toy penguins that have been frozen in ice.

Support for pupils with SEND is effective. Teachers adapt their lessons to ensure that pupils study the full curriculum wherever possible. Leaders make sure that pupils with SEND are fully included in wider school life, including extra-curricular activities.

Leaders prioritise reading. Pupils enjoy the weekly story assemblies and the books that their teachers read to them. Leaders have invested in a new phonics scheme.

This includes ongoing, well-planned support and training for staff. Children in Reception get off to a good start in reading. Pupils who have fallen behind with their reading get the right help and grow in confidence.

Leaders and staff have high expectations of pupils' behaviour. Pupils know and follow the 'golden rules'. They learn these from starting school in Reception.

As a result, behaviour in lessons and at break times is very positive. Pupils are kind to each other. They make sure no-one is lonely at break times by offering to play with anyone who might need some friendly support.

The curriculum for personal, social and health education also covers relationships and sex education. Pupils have an age-appropriate understanding of different types of relationships. Fundamental British values, such as democracy and tolerance, are incorporated into the curriculum, planned events and assemblies.

Pupils demonstrate a mature understanding of these values. They show respect for, and are curious about, different cultures and religions.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. Leaders check that adults are safe to be working with children. They make sure that staff have up-to-date knowledge of safeguarding and potential risks to pupils.

Staff are vigilant and report all concerns promptly. Leaders take swift action to seek help. They keep on checking to make sure that all is well.

Pupils feel safe. They are confident that adults take any worries seriously and provide help when needed. Pupils receive regular lessons on how to keep themselves safe online and in the wider world.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not identified and sequenced the specific knowledge and vocabulary that pupils need to learn to prepare them for their next stage. In these subjects, teachers are not able to plan sequences of lessons that build on prior learning securely from early years to Year 6. Leaders should ensure that core knowledge is identified and sequenced in all subjects.