Washingwell Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly, happy school in which everyone is included. Pupils look after each other and accept classmates for who they are. Pupils feel safe and are safe because of their trust in adults and their friends who look out for them.

Pupils try hard to succeed and do their best. This is because adults expect the very best of them and because they want to succeed for themselves. Aspirations are high.

For example, some pupils confidently describe ambitions they have for their future careers.

Behaviour in school reflects two of the school's values of respect and togetherness. The achievement assembly rewards positive attitudes and living out the value of the ...week.

Pupils aim to be 'green' for behaviour rather than moving to 'pink' to consider their actions. Pupils know that teachers will sort out any falling out. Older pupils look after younger pupils as 'buddies'.

Pupils are proud of their school and treasure the outdoor spaces. Favourites are the two forested areas, the digging space, the trim trail and breaktime equipment. Pupils enjoy the opportunity to take on roles of responsibility.

These include being a librarian, a house captain, a school ambassador or a school councillor. This helps to develop their understanding of communities.

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

The school has developed a curriculum which engages pupils, piques their interest and builds their basic skills in reading, writing and mathematics.

Well-designed units of work build pupils' knowledge over time. In most subjects, the school has identified essential knowledge clearly. This helps pupils connect new learning to what they already know.

Children in the early years enjoy a well-planned curriculum. Adults focus on developing children's vocabulary and speaking skills. This helps them to learn and achieve well.

However, in some subjects, the important knowledge pupils will need is not identified sharply. This can result in pupils struggling to recall key learning or make links to what they already know.

The school places a high priority on pupils becoming fluent and confident readers.

Phonics lessons for younger children follow consistent routines. Pupils recognise and understand the letters and the sounds that they make. Pupils read books that are well matched to their phonics knowledge.

This helps them build their self-belief as good readers. Pupils at risk of falling behind the pace of the phonics programme, benefit from extra help to keep up with their classmates. Pupils read often and develop a love of reading and books.

The school is committed to ensuring that pupils are well prepared for the next stage of their education. This includes those with special educational needs and/or disabilities. For these pupils, lessons are adapted well to meet their needs, for example use of extra resources or extra adult support.

Effective training helps staff to offer appropriate and targeted support to pupils. As a result, in the day-to-day life of the school and in lessons, no one misses out.

Pupils behave well in and out of lessons.

They listen attentively, concentrate well and engage in learning. Pupils show a desire to learn and enjoyment in making contributions to lessons. Children in early years play and learn with curiosity.

They show cooperative skills, take turns and share. Pupils clearly enjoy school, reflected by positive rates of attendance. The school does all it can to ensure pupils attend as often as possible.

Pupils enjoy a range of school clubs and activities. These help to broaden their learning and experiences beyond the academic curriculum. Over the year, clubs include craft, art, coding, sports, dance and choir.

Residential visits for older pupils develop their independence. Pupils visit other faiths' places of worship and local museums and support the local community, including through charitable work. This helps to expand pupils' sense of responsibility and respect and promotes citizenship.

Pupils show tolerance for others through an understanding of fundamental British values. Older pupils maturely describe characteristics in others to value and respect.

Staff morale in school is strong.

There is a notable sense of teamwork in which staff look out for each other. Early career teachers value their mentors and the professional support offered. Parents and carers are supportive of the school.

A wider range of extra-curricular activities is the result of the school gathering the views of parents. Well-attended workshops outline the school's approaches to teaching for parents. Governor links to key areas of school life and curriculum subjects result in their good understanding of the school's strengths and areas to develop.

The positive ethos in school is apparent and infectious. It makes a real difference to how successfully pupils learn and develop.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the essential knowledge pupils need to know has not been precisely identified. In these subjects, pupils do not consistently recall and make connections in their learning. The school should ensure that the essential knowledge pupils should know and remember over time has been identified so pupils can connect new learning to what they already know.