We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Waterside Primary School.
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 Waterside Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Waterside Primary School
on our interactive map.
Pupils enjoy coming to school. They feel safe and well cared for by staff who take their time to get to know each pupil well.
As a result, pupils are confident to talk to and interact with each other and with adults. Pupils consider bullying to be very rare. They know that if they had any concerns or worries, these would be dealt with quickly.
Behaviour is positive. Pupils of all ages know what is expected of their conduct and treat one another with kindness. They enjoy each other's company, such as when they share their lunch before going out to play.
Pupil play leaders help to make sure that playtime is positive and active. In class, pupils rise to their te...achers' high expectations. They learn well through the school's well-designed curriculum and are keen to build their knowledge and contribute their ideas.
Pupils consider their regular singing assemblies to be a highlight. They know assembly routines well, and these enable all pupils to join in. Rousing and well-rehearsed renditions of pupil-chosen songs are sung with gusto.
Parents and carers are regularly invited to watch, and pupils enjoy performing in front of each other and their families.
What does the school do well and what does it need to do better?
Leaders, including governors, have a strong vision for education at this school and its place at the heart of the community. They have high ambition for every pupil.
Pupils recognise this and feel valued. The school has a detailed understanding of its pupils and families. Parents are highly positive about the broad education that the school offers their children.
They appreciate how happy their children are at school.
The school's curriculum identifies precisely what pupils should learn, and when they need to learn it. Pupils have positive attitudes to their learning and are keen to join in.
In lessons, checks are made to identify what pupils do and do not know. However, sometimes, this information is not used well enough. As a result, some pupils' misconceptions are not addressed.
Additionally, in places, pupils do not have opportunities to practise applying and deepening their knowledge. The school is aware of this and has new plans in place to continue to improve the checking and deepening of pupils' knowledge.
Pupils with special educational needs and/or disabilities (SEND) are known very well by staff.
As a result, their needs are identified and understood. Adaptations to help pupils learn are usually appropriate. Pupils with SEND learn with their peers.
They achieve well at the end of key stage 2. However, in places, systems to check that pupils with SEND benefit as much as possible from their lessons are not used well enough. The school is continuing to strengthen this checking process.
Reading is prioritised across the school. Pupils study a wide range of texts and enjoy their daily reading time. The school's Year 6 reading ambassadors are active in promoting reading.
They are proud to work with staff to help select texts that will inspire others. Pupils, who are in the earlier stages of learning to read, are helped by knowledgeable staff. Phonics teaching is precise.
Children in early years enjoy learning sounds in well-structured sessions. They continue to practise what they have learned within free play and with adults. Pupils who need extra support in learning to read are quickly identified and helped to catch up.
Detailed staff training means that this extra help is consistent and impactful.
Early years is a strength of the school. Children benefit from the school's detailed knowledge of child development.
Close relationships with families help staff to know children well and to develop their interests. As a result, teacher-led and free-play activities help children learn and physically develop. Children's communication is a consistent focus.
Rich conversations with adults and careful use of vocabulary develop children's self-expression. Careful checking by staff helps to identify any areas of learning where children need additional help and leads to targeted support.
Pupils' wider education is closely matched to their needs.
Learning in the woodland is a particular highlight for pupils, as are the wide range of clubs and trips that pupils have access to. Pupils are encouraged to be ambitious and tenacious. They are courteous and consider treating each other with respect to be a hallmark of the school.
Pupils are taught about relationships. They particularly value learning about how to stay safe and physically and mentally healthy.
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 variation in how well assessment is used to identify gaps in pupils' knowledge. As a result, the school does not always know how secure individual pupil's learning is, or precisely what they can remember. The school should continue to strengthen its approach to checking and closing gaps in knowledge and ensure that pupils are given regular opportunities to apply and deepen their knowledge and skills.
• Currently, systems to check the effectiveness of the support provided for pupils with SEND are not routinely in place. As a result, this support is not always precisely targeted to the needs of each pupil. The school must continue to ensure that provision for pupils with SEND is regularly checked for its impact to ensure that it is effective.
