Weston Hills CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Weston Hills is an ambitious and inclusive school. Pupils are happy and feel safe. The school has gone through a period of transformation.

This has included the introduction of a completely new curriculum design. The new revised curriculum is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged.

There are high expectations of all pupils and, as a result, pupils achieve well.

Pupils' attitudes to their learning are exceptional. Pupils show high levels of engagement in lessons. They talk and interact with excitement about their learning.

Pupils show high levels of independe...nce and take great pride in their achievements. Relationships between pupils and staff are nurturing and strong. One pupil commented: 'I don't think any other primary school could beat this school.

We are like one big, happy family - a family that learns but also has fun.'

Pupils take great pride in the extra responsibilities they can take on. They enjoy playing a proactive part in school events and also have a strong voice in some decisions.

For example, they choose which charities the school will support. Pupils also have access to a range of carefully chosen clubs, trips and experiences.

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

Children in the early years get off to a strong start.

Relationships between staff and children are warm and nurturing. The quality of spoken interaction between adults and children is high. Adults model language clearly and complement this with the use of signing to encourage and praise communication.

Children have the opportunity to learn through play and to take risks. Adults skilfully 'interact' during these child-led learning moments but do not 'interfere'. Children show high levels of independence and resilience.

They are well prepared for key stage 1.

Reading is prioritised at the school. The phonics programme is well sequenced and planned.

Pupils' reading books are closely matched to the sounds they know. This helps them to practise and improve blending sounds together to decode new words. All staff are well trained in the phonics programme and have strong subject knowledge.

Pupils enjoy reading and develop well as fluent, confident readers.

Mathematics lessons provide pupils with opportunities to develop their fluency, reasoning and problem-solving skills. Purposeful and regular cross-curricular links give mathematics learning real-life context for pupils.

For example, pupils use ratio to calculate how much water to use with casting powder in design and technology. Pupils revisit prior learning in every lesson. This supports them in building and strengthening their mathematical knowledge.

Pupils enjoy mathematics and can talk about their learning with confidence.

Other curriculum subjects are carefully planned and sequenced. Lessons have been organised to make sure that there is clear progression of knowledge and skills from the Reception Year through to Year 6.

The methods the school uses to check pupils' progress are effective and are also considerate of staff workload. Pupils can talk about their learning with confidence in the majority of subjects. However, in a small number of foundation subjects, pupils do not recall their knowledge as securely as they do in others.

The school identifies and meets the needs of pupils with SEND.

Pupils' personal development is well considered and prioritised. The personal, social and health education curriculum prepares pupils well for life in modern Britain.

Pupils understand the importance of respect. They learn about a range of different world faiths and cultures. Pupils understand the meaning of diversity.

They can talk about a need to 'accept and celebrate' difference. Pupils understand that there are different types of relationships and families. Pupils demonstrate a real sense of belonging.

One pupil commented: 'Even though we are a small school, we have a big heart.' Pupils enjoy having the opportunity to engage with the local community, for example at coffee mornings.

Leadership of the school is aspirational and highly effective.

In a relatively short amount of time, leaders have completely redesigned the curriculum. Decisions have been strategically ambitious and have led to improved outcomes for pupils. Governance of the school is a real strength.

Governors offer appropriate support and challenge to school leaders. The school ensures that staff receive focused and highly effective professional development. This consistently translates into improvements in the teaching of the curriculum.

Staff also value the opportunity to work collaboratively across the federation. Staff feel they are also genuinely cared about as people, not just as employees.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

¦ In a small number of foundation subjects, there are inconsistencies in what pupils can recall about their learning. Pupils do not yet reliably remember what they have been taught in these subjects. Leaders should ensure that the curriculum enables all pupils, including pupils with SEND, to know more and remember more in all subject areas.