We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Waterman Primary Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Waterman Primary Academy.
To see all our data you need to click the blue button at the bottom of this page to view Waterman Primary Academy
on our interactive map.
Pupils at Waterman Primary enjoy the many responsibilities and opportunities they undertake.
They are keen to improve the environment, for example the eco-warriors promote reductions in waste and paper usage. The school council makes sure that pupils' voices are heard. Pupils undertake the Hearts Promise, which provides a range of experiences they may not ordinarily have.
There are many clubs, including dancing and water polo. Pupils make the most of the swimming pool they have on site.
Pupils have coped well with the high turnover of teaching staff they have seen in school.
They are following recently established routines and are building positive r...elationships with new staff. Pupils have confidence that staff will help them if they have a worry or concern.
Children in the early years settle quickly into school life.
Older pupils typically behave well. Sometimes, in lessons, they may stray off task. This is when staff do not pitch the curriculum to meet pupils' abilities or needs.
Pupils with special educational needs and/or disabilities (SEND) receive variable support.
What does the school do well and what does it need to do better?
The trust has stabilised staffing at the school. All teachers are new to the school this academic year.
Parents are not convinced that the trust has sustained the quality of provision. They express concerns that their children are not learning well.
The trust has put in place an ambitious curriculum.
This takes into account the school's context of mixed-age classes. The curriculum helpfully builds pupils' knowledge and understanding progressively over time. There is an appropriate emphasis on widening pupils' vocabulary.
In the early years, staff develop children's communication and language skills well. Staff show children how to take turns in conversation and how to ask questions.
Staff develop children's understanding of phonics sounds while in Nursery effectively.
The trust has designed its own phonics programme, which exposes children in the early years to short, sharp bursts of learning. Staff carefully consider what children have learned. This means that the books pupils read are well matched to the sounds that they know.
Staff quickly address any misunderstandings so that pupils do not fall behind. Most older pupils have formed positive reading habits. They talk enthusiastically about authors they have read.
Those who are not so keen on reading can still recommend a good book and talk about the features they appreciate.
The trust's lead practitioners are coaching new staff on the best ways to teach the curriculum. Teachers are also getting to know the pupils, some of whom have complex needs.
Due to this, teachers sometimes do not see when a pupil has misconceptions about the content they are learning. This means that pupils move on too quickly to new material. They have not mastered what they need to before attempting the next step.
The support for pupils with SEND is variable. For instance, some support plans have longer-term targets that roll on from one review period to the next. This means they lack the shorter steps to help get the pupil to the longer-term target.
Others sometimes lack specific guidance for staff to follow so that pupils with SEND can access the learning alongside their peers. The trust recognises the issue and is running a series of training sessions for staff. They have also recently employed specialist SEND staff who are setting up new provision for pupils who have highly complex needs.
This cohort of pupils are starting a bespoke curriculum which is matched more closely to their needs. This provision is in its infancy.
In most lessons, there is a positive learning atmosphere.
Where this sometimes falls short, trust practitioners are providing support to help those few pupils improve their behaviour. Pupils enjoy positive relationships with each other. They agree that school is an inclusive place.
Children in the early years play cooperatively together. They learn the importance of sharing and taking turns on the play equipment. Children follow instructions well, tidying their chairs away and moving silently to the carpet.
There is a comprehensive wider development programme in place. Pupils have a thorough understanding of fundamental British values. They also know how to stay safe online.
The school's use of outside speakers to complement the personal, social and health education (PSHE) curriculum has made a lasting impression. Pupils have altered their use of social media as a result.
Trust leaders, governors and school leaders know what they need to do to strengthen the effectiveness of the school.
They know that there is still more work to do to foster good relations with parents. Staff feel well supported, with both their workload and 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)
• Some staff do not readily pick up on when pupils have misconceptions about their learning. This means that these pupils do not master the basics before moving on to complex work. The school should review its formative assessment processes, giving appropriate support to staff so that they can tailor the curriculum precisely to pupils' needs.
This will ensure pupils build on what they know and can do. ? The support for pupils with SEND is variable. Some support plans do not help teachers adequately to make curriculum adaptations for pupils.
Some specialist provision for SEND is new and has not had time to take effect. The current status quo is hampering pupils' achievement over time. The school needs to continue with its plans to strengthen SEND provision so that this group of pupils learns as well as their peers who do not have SEND.
• The staff turnover has left the parent body feeling unsettled. Some have concerns that pupils do not behave as well as they should and that their children are not learning well. The school needs to do more to reassure parents, making sure they are better informed, so they fully understand and engage with the school's aims and actions for improvement.
