Weeton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Respect for others underpins the warm relationships between pupils and staff at this welcoming school. Pupils value the different faiths, cultures and families that make up modern day Britain.

This understanding helps to create a school where pupils are happy and everyone is made to feel welcome regardless of their differences.

The school has high expectations of the achievement of all pupils, including those with special educational needs and/or disabilities (SEND). Many pupils join the school part way through their primary education.

At whatever point a pupil becomes part of the school, there is an ambition for them to succeed and many pupils achieve well.<...br/>
Pupils are keen to follow adult's instructions. They behave well.

Those pupils that need extra help in managing their emotions are ably supported by caring and nurturing staff.

Being part of this tight-knit community is important to pupils. They place a high value on their friendships.

Older pupils enjoy having responsibilities, such as being playground buddies to pupils in key stage 1. Pupils also go to great lengths to raise funds for charities that support members of the armed forces and their families.

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

The curriculum is ambitious for all pupils, including those with SEND.

In most subjects, the school provides high-quality training and support that enables teachers to deliver the curriculum well. In the main, teachers identify and address any gaps in pupils' knowledge before moving on to new concepts. Many learning activities are well designed and build on what pupils already know.

Across a number of subjects, pupils develop a deep body of knowledge. Typically, pupils are well prepared for each stage of their education.

In a small number of subjects, some teachers do not teach all of the specific knowledge set out in the curriculum as specified by the school.

In these subjects, the school has not assured itself that the curriculum is being taught as intended. Consequently, in a small number of subjects, some pupils have gaps in their knowledge and do not achieve as well as they should.

The school has highly effective systems in place that identify the additional needs of pupils with SEND.

Skilled staff provide effective support and resources which help pupils with SEND progress well through the curriculum.

Pupils benefit from a carefully constructed phonics programme. Children in the Reception Year quickly begin to learn the different sounds that letters represent.

Knowledgeable staff promptly identify and support any pupils who need extra help to develop their phonics knowledge. Pupils enjoy reading books that are carefully matched to the sounds that they have learned. This helps pupils to become confident and fluent readers by the end of key stage 1.

The school ensures that pupils access a broad range of books, including poetry and non-fiction. Older pupils understand the importance of reading regularly. They read high-quality classic and modern books.

Children in the Reception Year enjoy a range of nursery rhymes and traditional tales which helps to ignite a love of learning new and interesting words.

Staff in the Reception Year ably support children to quickly understand the school rules and routines. The children learn to share and cooperate well alongside each other.

Many pupils are courteous and well-mannered. Some pupils are absent from school too often. At times, these pupils do not receive the timely support that they need to improve their attendance quickly.

This has a negative impact on how well these pupils achieve.

The school has carefully selected a wide range of opportunities to enhance pupils' wider development. Pupils understand how to keep themselves safe online.

The school ensures that pupils learn about the signs of healthy relationships. Pupils take part in regular outdoor learning which helps them to develop their teamwork and problem-solving skills. They experience a broad range of trips and visits, many of which bring learning to life.

Governors have a secure understanding of the school. They provide effective support and challenge linked to the quality of education. Staff value being part of the school.

They appreciate the consideration and actions taken that help support their workload and well-being. Staff also value the training that they receive to help them deliver the curriculum well.

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, some teachers do not implement the curriculum as the school intends. In these subjects, some pupils do not achieve as well as they should. The school should ensure that teachers deliver the subject curriculums effectively so that pupils learn the knowledge that they need to achieve well.

• Some pupils do not attend school often enough. This limits how well they learn. The school should develop effective systems to monitor the absence of different groups of pupils and provide intervention in a timely manner.