West Haddon Endowed Church of England Primary School

Highlights from Latest Inspection

Outcome

West Haddon Endowed Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

This is a very well-led school where pupils know that their best interests are at the heart of every decision. There are very high expectations for all pupils at West Haddon.

Pupils rise to these expectations. They apply themselves well in each subject and are successful. The school's motto, 'Where happiness promotes success', is very much in evidence.

Pupils can articulate their learning with confidence. Their maturity in this regard is striking.

The school provides a caring environ...ment and an ambitious curriculum for all pupils.

This includes pupils with special educational needs and/or disabilities (SEND). Relationships at every level are strong. Across the school community, there is a tangible sense of togetherness.

Pupils are a credit to the school. Friendly and well-mannered, their behaviour is exceptional. The calm atmosphere from early years to Year 6 helps pupils enjoy their lessons and do their best.

Pupils feel safe and happy. They say bullying happens very rarely and they trust staff to deal with it.

Parents and carers hold the school in very high regard.

They are full of praise for the quality of teaching and pastoral care. As one parent typically explained, 'This is a wonderful school where my child thrives.'

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

The school has an ambitious curriculum.

This is well taught by teachers who have strong subject knowledge. The school takes a very thorough approach to checking what pupils know. This includes recapping subject knowledge and bringing each lesson to a clear conclusion.

This helps all pupils know and remember more.

Children in early years have an excellent start here. Everything happens for a purpose.

Children enjoy both planned and spontaneous learning activities. For example, when children in the Nursery notice a fallen tree on neighbouring land, they are eager to use their binoculars to look for the dinosaur who may have caused the damage. In Reception, children pursue their own ideas.

They construct rockets to take them wherever their imagination leads. Warm relationships help children develop impressive concentration and curiosity. As a result, they are very well prepared for Year 1 and beyond.

The school prioritises reading. Staff are well trained to teach the reading curriculum. This is consistent across all classes and groups.

When learning phonics, pupils gain the knowledge they need at the right time. This enables pupils to become confident and fluent readers. Any pupils who need help to keep up are given timely support.

The school has taken many steps to promote the love of reading. For example, pupils value the library for the important role it plays in school life.

Mathematics is also a priority at this school.

The curriculum builds up gradually, lesson by lesson. As a result, pupils are confident in the tasks they undertake. From early years onwards, teachers identify and close gaps in pupils' knowledge.

Pupils enjoy mathematics and understand its value. Whether analysing problems in Year 2 or wrestling with division in Year 5, pupils want to learn.

Pupils show the same enthusiasm and resilience when learning in other subjects, such as design and technology, and science.

A distinctive feature of this school is the consistent 'no ceiling' approach. This means that pupils who are ready to move on are never held back. This approach contributes to many pupils achieving at a high standard.

The school provides exceptional support for pupils with SEND. Quick to identify individual needs, the school is successful in meeting these. The school monitors the progress of each of these pupils with great care and attention to detail.

Parents appreciate the support that their children with SEND receive.

Pupils' personal development is central to the school's work. The curriculum extends beyond the academic.

Pupils benefit from a range of enrichment activities. Opportunities include sports festivals, as well as clubs such as archery and dance. Pupils enjoy serving as school councillors and as buddies to support their younger peers.

Pupils learn about people from different backgrounds and with different religious beliefs. They show high levels of respect for others. Although pupils know about fundamental British values, they do not understand them fully.

Leaders have taken effective action to sustain and improve the quality of education for pupils since the previous inspection. They are accurate in evaluating the impact of strategies that help pupils to learn and remember more. Governors know the school very well and are effective in their roles.

Staff appreciate leaders' consideration of their workload and well-being. As one staff member said, 'We feel listened to and cared for.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's plans for teaching British values are not fully developed. As a result, some pupils do not have an age-appropriate depth of understanding of the British values they have been taught. The school should ensure that all pupils have an age-appropriate understanding of the key values that are important in Britain today.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the third ungraded inspection since we judged the school to be good for overall effectiveness in January 2012.