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This is a good school The headteacher and deputy have led improvements with a clear and thoughtful vision. They balance high expectations and challenge with support. As a result, the quality of teaching has improved, and pupils make good progress.
Governors have an accurate overview of the school's strengths and areas for improvement. They provide effective support and challenge for leaders. The number of pupils with special educational needs and/or disabilities (SEND) attending the mainstream school has increased.
Leaders fully integrate pupils with SEND into the daily life of the school. Pupils value and respect each and every individual. Pupils' additional ...needs are identified.
However, leaders' monitoring does not clearly identify how well support is helping pupils to meet their targets. The personal needs of pupils with SEND, who attend the specially resourced provision for speech, language and communication, are well-supported so that they can access mainstream provision whenever possible. Leaders provide a well-planned, broad and engaging curriculum.
This helps pupils to develop skills, knowledge and understanding across a wide range of subjects in an exciting and meaningful way. Leaders have brought consistency to the quality of teaching so that most teaching is now good. For example, an improvement in the teaching of phonics has ensured that all groups of pupils are progressing well with their phonic skills.
Teachers value the training and support they receive. They appreciate the clarity of what leaders expect to see in their teaching. Teachers understand how a range of teaching strategies support pupils to make progress.
Some teachers are not as effective as others in challenging the most-able pupils to work at greater depth. Subject leaders gain from targeted and specific training. The leaders of English know their subject area well and are effective across all key stages.
The leadership of mathematics is less developed. This contributes to inconsistent opportunities for pupils to develop reasoning and application of mathematics in a range of contexts. Children in the early years get off to a good start.
They benefit from good quality teaching in an inspiring environment, and as a result make strong progress in all areas of learning. There is a well-developed culture of safeguarding. Pupils understand how to keep themselves safe in school, when using the internet and on trips and visits.
Pupils behave well. They are polite, well-mannered and welcoming to visitors.
Information about this school
Weddington Primary School is larger than the average-sized primary school.
There have been significant staff changes since the school's last inspection in 2016. The headteacher, the deputy headteacher and the special educational needs coordinator joined the school in September 2017. There has been a turnover of staff in the past.
The majority of pupils are White British. The proportion of pupils who are disadvantaged and eligible for the pupil premium is lower than the national average. The number of pupils with SEND attending the mainstream school has significantly increased very recently.
The proportion of pupils with support for their SEND and those who have education, health and care plans is above the national average. The school has a resourced provision for pupils with speech, language and communication needs. This is due to close in July 2019.
