Welbourne Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school.

They understand the school values of community, respect, self-belief and innovation. They appreciate opportunities for celebration and reward, such as when they receive a certificate for modelling the 'right of the week' or for positive attendance. They value the weekly celebration assemblies.

Pupils are kept safe and typically feel safe at school. Most pupils behave well in the classroom. This is because expectations are understood.

However, behaviour in the playground is less well managed. Important messages about anti-bullying have been shared. This includes the school council designing a logo as part of the bullying inter...vention group.

Despite this, there are incidents of bullying that are not resolved swiftly.

In most subjects, the curriculum is ambitious and prepares pupils well for the next stage of their education. Pupils welcome the opportunities they have to take on additional responsibilities and develop their leadership.

These include roles as prefects, peer mediators, pupil librarians and sports ambassadors.

Pupils take part in a range of visits that further enhance the curriculum. These have included outings to a chocolate factory, the Science Museum, an art gallery and Walthamstow Wetlands.

A range of additional activities are offered to develop pupils' interests and talents. These include art, music and gymnastics.

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

Pupils study an ambitious curriculum which matches what is expected nationally.

In most subjects, the important concepts pupils need to learn have been identified and logically sequenced. This means that pupils develop a depth of understanding in these subjects, because they secure the knowledge they need before moving on to more complex ideas. For example, in geography, younger pupils learn the countries that make up the United Kingdom and begin to identify different locations.

This supports older pupils to recognise whether a place is urban or rural and give reasons for their opinion. Similarly, in mathematics, children in early years consolidate their understanding of number by practising counting. This solid foundation helps older pupils to solve increasingly complex problems, applying their mathematical knowledge in different contexts.

Teachers typically check pupils' understanding so that any gaps in their learning can be identified and addressed. However, in a few subjects, the curriculum is at an earlier stage of development. The most important knowledge that pupils need to know from early years onwards is not as clearly emphasised.

Because of this, pupils' understanding in these subject areas is not as well developed.

Leaders have prioritised pupils' reading. They have developed a carefully structured curriculum and phonics programme.

This begins in early years, where children develop their vocabulary quickly. When pupils begin to learn phonics, they practise reading with books that are carefully matched to the sounds they know. This helps pupils to read with increasing fluency and confidence.

Pupils who struggle to read are swiftly identified and timely support is provided. Across the school, pupils are motivated to read and listen to a range of diverse literature.

Pupils with special educational needs and/or disabilities (SEND) are accurately identified.

Training has been provided to help staff identify strategies and techniques to support pupils. While many staff make appropriate adaptations for pupils to access the same curriculum as their peers, this is not consistent. In some cases, pupils with SEND struggle to access the curriculum.

Although most pupils behave well in lessons, teachers do need to remind some pupils about expectations and routines. However, behaviour at lunchtime is less well managed. Some incidents are not dealt with as swiftly or effectively as they should be.

Leaders have rightly identified improving pupils' attendance as a priority. Appropriate systems are in place to ensure that pupils come to school regularly and on time.

Pupils appreciate the enrichment opportunities that are provided.

This includes a broad range of visits and other experiences, such as science, technology, engineering and mathematics activities during STEM Week. The curriculum for personal, social and health education helps pupils develop their understanding of important issues, such as forming healthy relationships.

Leaders and those responsible for governance fulfil their statutory duties.

Although they recognise some of the school's broad strengths and areas for further development, they have not checked with sufficient precision the impact of their work. This means their understanding of the school's effectiveness is not entirely accurate. The priorities they have identified are not consistently focused on the areas most in need of improvement.

Staff appreciate the consideration given by leaders to their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders understand their responsibilities for safeguarding.

They ensure that staff receive appropriate training. Because of this, staff know how to report concerns they might have about pupils' welfare. Leaders make appropriate use of external agencies.

The curriculum is designed to help pupils to stay safe. For example, pupils learn about the risks associated with being online as well as the importance of 'stranger danger' when outside of school. Pupils have access to appropriate pastoral support if required; this includes counselling and different therapies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders, and those responsible for governance, do not have a sufficiently detailed or accurate understanding of the school's effectiveness. This means they have not identified the most important areas to improve. Leaders and governors must ensure that they maintain closer oversight.

This will help to focus priorities for improvement in the right areas. ? Behaviour in the playground is not consistently well managed. This means that some pupils do not feel as safe as they should.

Leaders must ensure that staff apply the agreed behaviour policy as consistently in the playground as they do in classrooms. ? The curriculum in some subjects is at an earlier stage of development. The knowledge that pupils need to learn from early years onwards is not as clearly identified in these subjects.

As a result, pupils' understanding is less secure. Leaders must ensure that the concepts pupils need to learn and remember are identified. This will better support teachers to focus on helping pupils to secure the most important ideas in each subject.

• The adaptations made to tasks and activities for pupils with SEND do not consistently help them to access the curriculum successfully. Leaders must ensure that teachers use the information about pupils' specific needs that is available to them to make appropriate adaptations for pupils. This will better support pupils with SEND to learn and remember more.