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Water Leys Primary School continues to be a good school.
What is it like to attend this school?
Water Leys Primary School is a nurturing and inclusive school. Pupils are happy, polite and well mannered.
Pupils feel safe and cared for. The 'CARE' charter sits at the heart of everything. One pupil shared, 'We have a 'CARE' charter; these are the values that we live by.'
Others shared, 'The teachers are the best thing about this school. They always help you. They show you how to do something so that you can then learn to do it by yourself'.
The curriculum is ambitious. The school has high expectations of all pupils, including disadvantaged pupils, to achieve well an...d commit to their studies. In lessons, pupils show high levels of engagement and an eagerness to do well.
Pupils show pride in their own achievements and in the achievements of others. They are supportive of each other and celebrate each other's successes.
The school supports all pupils to live by the CARE charter.
One pupil shared, 'Our teachers are really good at dealing with any problems. There might sometimes have to be a consequence, but they will always talk to you about things and help you to sort things out.' Relationships between adults and pupils are strong.
What does the school do well and what does it need to do better?
Children get off to a secure start in the Reception Year. Staff have high expectations of the children. Children independently follow instructions and engage with learning for sustained periods of time.
They have the opportunity to explore and learn through play. The provision has clearly defined areas and is well equipped. There are opportunities for children to independently practise their writing and early mathematics skills across the provision.
Children are well prepared for key stage 1.
There is a strong reading culture at the school. Staff are well trained to deliver the phonics programme.
They regularly check how well pupils remember the sounds that have been taught. Pupils who need additional help benefit from extra phonics sessions. This helps to make sure that all pupils keep up with the programme.
As a result, pupils learn to decode and become fluent readers. Pupils enjoy reading and can talk about their favourite books. Whole class reading sessions and 'reading for pleasure' sessions promote a love of reading.
Pupils are exposed to a wide range of high-quality texts and genres.
The mathematics curriculum is ambitious and well planned. It provides pupils with the opportunity to develop their fluency, reasoning and problem-solving skills.
The school's 'I do', 'we do', 'you do' lesson structure supports pupils to apply their learning independently. This is developing pupils' confidence in mathematics. The school promotes the use of mathematical language.
Teachers model their own oral explanations well. They encourage pupils to use correct vocabulary and explain their mathematical thinking in detail. As a result, pupils can talk about their learning and explain their calculation methods with confidence.
Curriculum thinking for all subjects is well developed. The school has clearly identified what pupils should know and be able to do in each subject. It refers to this information as its 'ROCKS'.
This stands for 'remembering our core knowledge and skills'. Lessons include a recap of what pupils have already covered. This is supporting pupils to remember more of the curriculum.
In some lessons, however, there are inconsistencies in how the curriculum is implemented. Staff do not consistently choose tasks and resources which support learning as well as they might, and they use a variety of different methods to check whether pupils can recall their previous learning. As a result, sometimes this slows pupils' learning.
Pupils with special educational needs and/or disabilities (SEND) are well supported. Wherever possible, pupils with SEND access the same ambitious curriculum as their peers. Teachers use a range of strategies and resources which facilitate this access.
Some pupils access their own bespoke curriculum. This is tailored effectively to meet their specific needs. The school works proactively with external agencies and accesses appropriate support for pupils with SEND.
The school is preparing pupils well for life in modern Britain. Pupils demonstrate a mature understanding of fundamental British values and protected characteristics. Pupils understand that there are different types of families and relationships.
They also show a thorough understanding of diversity and the importance of respecting difference. Pupils enjoy attending a wide range of clubs. They also take pride in taking on extra responsibilities, for example being a member of the school council, a reading ambassador or a digital leader.
Staff typically feel well supported with their workload and well-being. The school provides staff with a wide range of training opportunities. Governors appropriately challenge and support leaders and staff.
They are proactive in the life of 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)
• There is some inconsistency in how effectively teachers use formative assessment to address misconceptions and to move pupils' learning on.
As a result, some pupils' learning does not progress as quickly as it could. The school should ensure that formative assessment is used consistently across the school so that pupils' learning is maximised. ? There is some inconsistency in the impact the choice of resources and tasks have on pupils' learning.
As a result, sometimes pupils do not learn as well as they might. The school should ensure that resources and tasks are consistently well chosen to ensure that the curriculum intent is fully realised.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in September 2018.
