Warnham CofE Primary School

Highlights from Latest Inspection

Outcome

Warnham C of E Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Warnham is a happy, friendly place.

Pupils are polite and kind to one another and behave well. They are motivated to learn. The school's high expectations for what pupils can achieve are evident in the strong achievement of pupils in end of key stage assessments, and in their readiness and confidence to discuss their learning.

The school's values of 'thankfulness', 'love' and 'courage' underpin this close-knit school community. Pupils live these out daily and celebrate when they demonstrate these traits. Pupils und...erstand having the 'courage' to 'try new things and persevere when things are tough'.

They explained how important it is to 'stand up for others'. Pupils here know they have a responsibility to one another. Older pupils act as role models for the youngest.

Play leaders, house captains and 'buddies' lead the way, and younger pupils aspire to be like them when they grow into these roles themselves.

Parents and carers are highly positive about the work of the school. They have 'nothing but praise' for the work of staff.

They note how their children 'thrive' as a result of 'well trained, kind and caring staff' and 'would never consider any other school'.

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

Reading is highly valued here. The library is a centre point, both physically and in terms of its importance in the school.

This is an inviting space where pupils take pride in recommending texts to one another. Phonics is taught well by knowledgeable staff. They identify where pupils need more support and put this in place swiftly.

This work is highly effective.

Staff infuse their lessons with expert subject knowledge delivered with passion. They give clear explanations and model processes carefully.

In mathematics and English especially, staff use this expertise to pre-empt potential misconceptions. This helps pupils feel increasingly secure in their own understanding. Pupils have the confidence to challenge staff where carefully planned 'mistakes' are made.

In these subjects, lesson activities are carefully considered to elicit learning in increasingly challenging ways. For example, in mathematics, pupils grapple with investigations that require them to use their prior understanding to solve difficult problems. Pupils are confident in what they have learned.

Regular revisits to prior 'sticky' knowledge support pupils in remembering their learning in the longer term. However, in some other subjects, there is not the same sharp connection between the intended learning and the activities undertaken in lessons. When this happens, pupils are not as able to recall their learning effectively or apply it to new situations.

Pupils develop the skills to become increasingly independent as a result of carefully considered classroom initiatives. For example, in each class 'editing stations' give pupils the tools to self-correct and improve their writing. Pupils take on roles as 'experts' in different topics and are proud to support their peers when they need it.

This is evident right from the youngest in the school. In the Reception class, children are engaged and focused. They demonstrate high levels of concentration.

They too support one another in their learning and offer help to their peers. Children know how to take turns and treat one another with care. They engage readily with highly purposeful activities that support them in developing the key skills they need.

Pupils with special educational needs and/or disabilities benefit from carefully planned support, which meets their needs well. Staff are well supported in understanding how best to adapt their input to ensure these pupils access the same curriculum as their peers. Where there are more significant needs, the school is responsive and provides more tailored pathways to meet the precise needs of these pupils.

Behaviour in the school is a strength. Pupils show respect for one another, say 'please' and 'thank you', and hold open doors for one another. They explain that staff 'treat us with respect'.

These relationships underpin the atmosphere of warmth and esteem found throughout the school.

Pupils, including some of the youngest children, have a range of opportunities to take on responsibilities. They are proud to hold roles on the school council, eco-council, well-being council or as 'fair-trade' representatives.

The younger pupils aspire to one day be 'truly trusted' and earn the badges worn proudly by Year 6 pupils that show they have achieved this status.

Leaders are methodical in their approach to initiatives. Ideas are introduced with care, alongside considered training for staff.

This ensures that improvement work is embedded effectively. The school makes careful checks to ensure that its actions have the impact intended. This leads to sustained improvements over time.

Governors perform their roles effectively. Staff trust that leaders care about them and their well-being.

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, there is not a consistently sharp link between the activities planned in lessons and the intended learning. This means that, at times, pupils may not understand or recall their learning as effectively as they could. The school should ensure that staff have the knowledge and support they need to make more considered links between activities and intended learning to support pupils in achieving well.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2019.