Wellstead Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Wellstead Primary School is a happy place.

Pupils smile as they go about their learning. This is because they relish their lessons. They are keen to learn as much as they can.

Teachers want the best for their pupils and generally staff have high expectations of what pupils can achieve. They also make sure that pupils have exciting and memorable learning experiences.

Pupils behave very well throughout the school.

They show great respect and understanding towards each other. They follow 'The Wellstead Way', treating all with friendliness and care. Pupils have a clear idea about what bullying is.

They say that it hardly ever happens in the scho...ol. If they need help or advice, pupils know who to ask.

Over the past few years the school has almost doubled in size, yet pupils still see the school community as a close-knit family.

Leaders have ensured that the warm and nurturing nature of the school has continued to flourish. Parents value this aspect of the school highly. Pupils are able to grow and develop in a culture that includes everyone and where they feel safe.

As one pupil said, 'Everyone is welcome here – there are no outsiders.'

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

Leaders have been focusing their attention on reviewing the curriculum content. They want the curriculum to be a wide and deep experience for the pupils.

Pupils certainly have a breadth in the subjects that they learn. There is also increasing depth to the content of these subjects. Leaders are now focusing on pupils having better challenge.

They have set out to ensure that what teachers deliver in each subject is high quality. These changes are most clear in mathematics and English. In a range of subjects, the improvements have been successful.

There is still more to do nonetheless, especially to extend most-able pupils.

Leaders have made sure that those pupils with special educational needs and/or disabilities (SEND) are included in all lessons. Teachers are often adept in how they teach pupils with SEND.

In early years teachers do this very well. Nonetheless, some staff need more help to understand what the barriers to learning are so that they are better able to provide precise support.

Sometimes pupils are not able to remember what they have learned.

This is because too much time passes between lessons. For instance, in science and geography months may pass before pupils return to their learning. Pupils' understanding of ideas is therefore superficial rather than secure.

There are some instances, such as in religious education, where staff need to have better knowledge themselves to teach the content.

Leaders prioritise reading well. Pupils love their reading.

They show real pleasure when discussing the books that they read. An example of this is in their library sessions. Here the librarian tempts them well with recommendations.

Leaders have made changes to the choice of texts so that there is greater challenge for pupils. Most-able pupils need this greater extension to support their reading skills.

Teachers in Reception show a very high level of skill in the way they have created a rich learning environment and a well-constructed curriculum.

Children therefore learn exceptionally well. Staff are passionate about inspiring children. They have put reading at the heart of what they do.

Phonics teaching here is precise and effective. Most pupils continue to receive high-quality support to develop their reading skills and become fluent as they move on from early years. This is not always the case for weaker readers.

Personal development at the school has a range of strengths. Pupils have a good knowledge of what being healthy means. There is a wide choice in what pupils can experience beyond the classroom.

Pupils are encouraged to be reflective. Prayer spaces are made available around the school for pupils to use at particular times during the year, for instance.

Pupils show exceptionally high standards of behaviour.

Their attitudes towards learning are very positive. Pupils make the right choices, even without adults telling them. Staff have ensured that pupils have developed a very strong sense of individual responsibility.

Governors and leaders are working well together to make further improvements. Leaders have ensured that the school has an inclusive culture where everyone feels supported and valued. Staff all work together in 'sowing the seeds of success'.

They work hard but all say that leaders are mindful of their workload. Leaders make every effort to look after staff well-being.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive good-quality training. They know how to identify and report any concerns they have about pupil welfare. Staff know their pupils very well.

They make sure pupils have an adult they feel they can go to for help. Leaders pick up any concerns quickly and effectively. They work hard to ensure that families receive the help they need.

Governors check this work closely and regularly. They ensure that all staff checks are carried out and that the school meets all safety requirements. They have monitored the safeguarding standards in the school through commissioning an external audit this year.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school's curriculum is not yet coherently planned and sequenced enough in some subjects. However, it is clear from the actions that leaders have already taken to plan the curriculum and train staff, that they are in the process of bringing this about. For this reason, the transition arrangement has been applied in this case.

Leaders should ensure that all levels of planning in the school focus clearly on what should be taught when, how and why. This will ensure that leaders and teachers have a much more precise understanding of what they intend pupils to learn in all subjects. .

Leaders have made inroads into building staff expertise in recognising the barriers to learning for pupils with SEND. However, more is needed to ensure that all staff, including learning support assistants, have the right training to be as effective as possible in providing the right support for these pupils. .

Teachers need to be more precise in their teaching for the most able pupils. Too few of these pupils achieve the higher-level outcomes they should by the time they leave the school. Leaders should ensure that all staff are sufficiently expert in meeting the needs of this group of pupils.

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