Wembley Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are safe and happy at school. They enjoy playing in the extensive playground and nature garden with their friends. The school celebrates pupils' similarities and what makes them unique through the curriculum and carefully planned events.

Pupils know how to stay safe and are clear about who their trusted adults are.

Pupils, including those with special educational needs and/or disabilities (SEND), benefit from the wider offer at the school. Regular visits enhance the curriculum.

Pupils have access to a range of clubs, including 'Bollywood', film making and football. The school provides additional opportunities for pupil voice through the school council,... Year 6 ambassadors and 'well-being wizards'. Pupils make a positive contribution to their community and beyond, including through fundraising for local, national and international charities.

The school has high expectations for pupils to be independent and curious learners. As a result, pupils behave excellently, and lessons are rarely disrupted. Pupils' successes are reflected in the work they produce, including in national assessments at the end of their time at the school.

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

The school's curriculum is broad and in line with what pupils should learn nationally. Leaders have set out precisely what they want pupils to learn so they build their understanding well over time. For example, in geography, children in early years begin to understand the world around them by locating their homes on a class map.

Children have opportunities to visit the local parks and religious sites so they can complete simple maps of their local community. Pupils in Year 1 build on this when learning about the four nations and capital cities that make up the UK. By the end of key stage 2, pupils are able to compare European and Latin American countries with increasing success.

Children in early years are happy, eager to join in and demonstrate high levels of perseverance. Children have plenty of opportunities to develop their understanding, creativity and curiosity during the school day, through both indoor and outdoor activities. Staff interact with children positively, modelling and extending language through their interactions.

Stories are at the heart of the curriculum. For example, teachers spend time immersing children in the reading of 'The Three Little Pigs'. Children then independently role play, build houses using toy bricks and create pig paintings using the examples teachers have shared with them.

Children are developing high levels of concentration and are well prepared for the next stage of their learning.

The school places a great emphasis on reading. Children start learning to read as soon as they start school.

Books are well matched to the sounds pupils are learning. Staff receive the appropriate training to help them identify gaps in pupils' understanding and address these swiftly. Parents and carers are invited to 'stay and read' sessions.

Online resources are provided in a range of home languages to support them. The reading curriculum is planned so pupils become fluent and confident readers over their time at school. Leaders take effective action to support pupils to catch up in their reading when they are behind their peers.

Pupils with SEND are identified, and timely action is taken to help them at the school. Resources are provided to adapt activities to meet the needs of pupils with SEND when needed. The school places a strong emphasis on vocabulary and language development.

Appropriate training is provided for staff. Leaders engage well with external partners to give pupils extra support when this is required.

In some subjects, including personal, social and health education (PSHE), pupils are not consistently secure in the ideas they have learned.

This means that, at times, pupils, including those with SEND, do not have the knowledge needed to be securely prepared for the new content they are learning.

Pupils behave impeccably, demonstrating exemplary manners. They are courteous to each other.

Bullying incidents are rare, and pupils know how to raise concerns if they need to. The school has a focus on positive behaviour, for example, through a weekly celebration assembly. This means pupils are eager to come to school regularly, learn and support their friends to reach their goals.

Pupils' wider personal development is carefully considered. Pupils develop their understanding of different religious and non-religious views through lessons, discussions and visits to local venues. Regular assemblies and events help to remind pupils of important ideas such as celebrating differences.

Staff, including those new to teaching, feel well supported in their roles. This supports high levels of retention. There is a common sense of unity and purpose, which benefits pupils.

Those responsible for governance are informed of the work of the school and fulfil their statutory duties. Leaders work with parents and the community to continue to improve the quality of education pupils receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some curriculum subjects, including PSHE, pupils are not secure in the key concepts and vocabulary they have learned before they are introduced to new ideas. This means that, at times, pupils do not have the prior knowledge needed to access new content fully and deepen their understanding. The school should continue to provide training to help staff adapt their teaching in response to pupils' developing understanding across the curriculum.

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