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Westoe Crown Primary School continues to be a good school.
What is it like to attend this school?
The school's vision of 'Expect the best, achieve success' is clear from the first moment of arrival in the school. Pupils are happy, polite and considerate. They demonstrate exemplary behaviour and attitudes.
Bullying and poor behaviour are very rare. Pupils and parents agree that staff would deal with this effectively if it did happen. Adults in school promote positive relationships with each other and with the pupils.
Pupils talk positively about the strong collaboration of pupils.
Pupils at the school feel safe, and they are safe. Parents agree with this.
...Regular training for all staff and governors ensures that everyone working in school places a high priority on safeguarding.
The school's high expectations for pupil achievement and behaviour are understood and shared by all. These high expectations enable pupils to achieve well.
Staff endeavour to identify and nurture individual talents beyond the academic wherever possible. The school's 'Westonbury' festival allows pupils and staff to sing and perform together, for example. A parent's comment reflected the views of many others: 'They really do have the children's best interests at the heart of everything they do.'
What does the school do well and what does it need to do better?
From children's first days in Nursery or Reception, they benefit from a well-considered curriculum that aims to give all children a positive start to their education. Staff tailor the provision in early years to meet the developmental needs of the children. These needs include high focus on developing communication and language skills in addition to physical, social and emotional development.
A love of shared songs, rhymes and books pervades the Nursery environment. Well-trained adults then build on this strong foundation within the teaching of phonics and early reading. This means that most children enter Year 1 ready for their next stage of learning.
As pupils move through school, they access an appropriate curriculum and are encouraged to develop a love of reading and a curiosity of the world around them. Those who need additional support to develop strong phonics knowledge receive this interaction from skilled adults. Pupils spoke with enthusiasm about the attractive reading huts on the playground.
They told inspectors that they love the opportunity to spend time in them to practise their reading.
Most subjects taught within school have clear and well-planned curriculums in place. The school has identified a small number of foundation curriculum subjects that require further review.
The curriculums in these subjects are not as well established as others. This impacts on pupils' ability to acquire the knowledge and key concepts set out in the curriculum long-term design.
The school has considered the implementation of the wider curriculum to ensure that children with special education needs and/or disabilities (SEND) are able to access the same curriculum as their peers.
Where this is not the case, staff ensure that effective scaffolding, adaptations and support help pupils to catch up.
The atmosphere in classrooms is calm, orderly and purposeful. Pupils across the school respond quickly to adult instructions and follow well-established classroom routines.
This includes the very youngest children in early years. As a result, lessons proceed without interruption. Pupils of all ages show high levels of focus and concentration.
This allows teachers to teach the curriculum effectively. The school makes sure that teachers deliver the religious education and PSHE curriculums with consistency. Pupils learn about different world faiths and cultures, the fundamental British values and healthy relationships.
Pupils are developing a very strong sense of equality and respect for others.
Pupils speak with eloquence and clarity about their wider opportunities, both within and outside of school. Older pupils talked with excitement about the Year 6 residential trip to Thurston.
Other opportunities on offer include the eco council, the buddy system on the school playgrounds and the school's enterprise curriculum.
Governors have a clear understanding of the school's areas to develop. They are well informed by school leaders.
This allows them to offer effective challenge and hold leaders to account. Staff appreciate the work that leaders do to support them. They are adamant that leaders consider their workload and well-being.
Staff believe that the school does all it can to remove unnecessary and burdensome tasks to allow them to focus on educating the pupils.
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 has not fully established the key concepts and knowledge that pupils should learn and remember in a small number of foundation curriculum subjects.
This limits pupils' learning in these subjects. The school should ensure that it refines the curriculum so that pupils are able to acquire the intended knowledge consistently across all curriculum subjects.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in December 2013.
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