Whaley Bridge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders' ambition for there to be 'a time for every child to shine' is evident in the day-to-day running of the school.

Staff care about pupils and want them to do well and to be able to 'shine' every day.

Pupils get on well. They recognise that everyone is unique.

They are considerate of each other. As one pupil said: 'Everyone is really welcoming and caring.' Pupils understand what constitutes bullying.

They know how to deal with it should it happen to them or someone else.

Whaley Bridge pupils learn the right way to behave. As one pupil told an inspector: 'If you do something wrong, you get a lesson on how to get it right.'

Pupi...ls earn team points and additional playtime, and gain recognition in celebration assemblies for behaving well. This motivates them.

The school council completes varied and valued work.

Their 'Jubilee Picnic' was well organised and successful. The 'Whaley's Got Talent' show was memorable and attracted the support of some very well-known celebrities. Pupils are proud to be 'safeguarding sheriffs'.

They work with leaders to help pupils to feel safer at school.

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

Leaders have recently introduced a new programme for teaching phonics. It is working well.

Staff draw on their training to deliver the programme consistently. Pupils learn sounds in a logical order. They regularly revisit what they have learned before.

The books that pupils read are closely matched to the sounds that they know. Pupils quickly become fluent readers. Over time, they develop a love of reading.

As one pupil said: 'Reading takes me out of this world and inserts me in another.' Pupils read often, both at school and at home. The reading curriculum ensures that pupils experience a wide range of texts and genres during their time at the school.

Much of the school's curriculum is new. Leaders have designed it specifically for the pupils of the school. It makes clear what pupils are expected to learn at each stage of their education.

On the whole, it is well planned and sequenced. However, in a small number of subjects, it does not describe what pupils need to know and remember precisely enough. This means that leaders and teachers cannot systematically check on how well pupils are learning the curriculum.

Additionally, in a small number of cases, leaders are finding areas where curriculum content is not taught in the best order. They are in the process of addressing these instances.

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

The early years curriculum is meticulously planned. Across each of the areas of learning, it builds systematically on what children know and can do. The early years environment supports children's learning.

It helps them to develop independence. Children are enthusiastic. They enjoy talking about what they have learned.

They were eager to tell inspectors about the butterflies, tadpoles and stick insects that they have watched grow and change.

Pupils describe their school as welcoming and inclusive. They know it is important to treat everyone with respect.

As one pupil said: 'We are taught to treat everyone as we would like to be treated.' They understand how the school's 'zones of regulation' help them to manage their feelings and emotions. Pupils are prepared well for life in modern Britain.

The provision for pupils with special educational needs and/or disabilities (SEND) is a strength of the school. Leaders and staff share the same high ambition for these pupils. Those who attend the enhanced resource provision are well catered for.

They are successfully integrated into the life of the school. The needs of pupils with SEND are fully evaluated and understood. Staff ensure that they get the help they need.

As a result, these pupils do well.

Senior leaders have worked hard to bring about many significant improvements in a relatively short, and challenging, period of time. They are highly ambitious for the pupils of the school.

They have ensured that providing 'a time for every pupil to shine' is a daily reality. They secured consistency in subject leadership and teaching. Teachers value the support that leaders provide.

Leaders have designed and implemented a curriculum that provides a good quality of education. They systematically check on all aspects of provision. Leaders keep detailed records about behaviour and attendance.

However, they do not routinely evaluate these to identify trends or patterns that might emerge over time.

Governors share leaders' ambition. They know the school well and provide an effective level of challenge and support.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding pupils is the highest priority. Staff are well trained.

They know pupils well and are alert to any signs that indicate they might need help or support.

Pupils know how to stay safe online, in the community, by water and from fire. They know that they can tell any trusted adult, or put a message in the worry box, if they have a concern.

Pupils value the work of the 'safeguarding sheriffs' and understand how they help to keep everyone safe.

Governors understand their safeguarding responsibilities and carry these out diligently.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the precise knowledge that pupils need to know and remember is not clearly identified.

Teachers cannot systematically check on how well pupils are learning the curriculum. Leaders should continue to refine the curriculum so that the sequence of learning is clear in all subjects and identifies the important knowledge that pupils need to know. They should ensure that teachers check that pupils can recall this and amend the curriculum accordingly if required.

• While leaders keep detailed records of behaviour and attendance, they do not routinely evaluate these to identify trends or patterns that might emerge over time. This means that they may not pick up on issues that require support or challenge. More frequent and incisive analysis of records will help to address potential issues sooner.

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