Whaley Thorns Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations for all pupils. However, these expectations are not fully realised. The quality of education that pupils receive is variable.

Pupils do not always have secure knowledge of the subjects they study. As a result, they are not as well prepared for next steps as they should be.

Pupils know and respect the school's motto of 'everyone is different, everyone is special'.

They understand the importance of treating people of all backgrounds equally. The school's 'kindness curriculum' helps pupils to reflect on values, such as humility, honesty and empathy. Most of the time, pupils demonstrate these values.

Many pupils talk abou...t enjoying school. They feel safe. Pupils have confidence that members of staff would support them should they have a worry or concern.

Most pupils behave well. Sometimes, pupils need reminders to focus on their learning.

Pupils develop their interests and talents by engaging with a range of clubs, such as construction, storytelling and football.

The school organises educational visits to broaden pupils' horizons, including to the coast and to places of worship. Pupils develop their resilience by taking part in residentials, including in Year 6, to London.

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

The curriculum is ambitious and sets out what pupils should learn and when, including opportunities for pupils to reflect on the most complex aspects of the subjects they study.

The school has developed a model for teaching designed to help pupils build their knowledge. However, teachers do not use this model consistently to help pupils learn the school's curriculum. Despite this, pupils' achievements at the end of key stage 2 are improving.

There are variations in how well teachers deliver the curriculum. Teachers use modelling effectively to help pupils think. They often identify subject-specific vocabulary that pupils need to know.

However, at times, teachers' explanations and their use of resources do not focus clearly enough on the important knowledge that pupils should learn. Some teachers do not routinely identify and resolve gaps and misconceptions in pupils' knowledge. Pupils cannot always recall and connect their current and prior learning.

As a result, pupils develop gaps in what they can remember.

The early years curriculum is tailored to meet the needs of individual children. Staff check children's understanding closely so that children develop their knowledge of the world around them.

Children talk confidently about their ambitions, such as becoming a doctor. They are well prepared for key stage 1.

Reading is prioritised.

The school is determined that pupils will become confident readers in order to become independent learners. Pupils in key stage 1, in particular, develop a love of reading. Some pupils need significant help with their reading.

Focused support ensures that they catch up with their peers. By the time pupils leave the school, they are accurate and fluent readers.

The school has clear systems in place to identify the needs of pupils with special educational needs and/or disabilities (SEND).

Staff use a range of personalised strategies to help these pupils develop their confidence and regulate their emotions. Pupils with SEND participate fully in the life of the school.

The school has worked hard to improve pupils' attendance.

Most pupils attend well. They enjoy positive relationships with each other and with staff. Many pupils concentrate well and do their best.

They take pride in their work. However, pupils occasionally lose focus and do not complete the tasks set.

Pupils have opportunities to develop their leadership skills.

They enjoy being attendance ambassadors, reading ambassadors or members of the 'protected characteristics council'. Elected representatives of the school council organise charity events. Pupils learn about respectful relationships and develop their abilities to discuss important issues and help others.

Leaders identify areas for improvement accurately. With the support of the trust, their close oversight has helped to bring about positive changes. The trust ensures that staff, including those at the early stages of their careers, access high-quality training and develop their practice.

A range of successful strategies support staff with their workload and well-being. Those responsible for governance help the school identify areas for improvement and bring about positive change.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not ensure that their explanations and the resources that they share with pupils always focus on the most important knowledge that pupils need to learn. As a result, pupils sometimes struggle to complete tasks or understand how those tasks link to what they should learn. The school should ensure that teaching is consistently focused on the most important knowledge that pupils need to know.

• Teachers do not check pupils' understanding of new information routinely. This means that gaps and misconceptions in pupils' knowledge are not always identified and resolved. The school should ensure that teachers check pupils' knowledge and understanding closely so that it is secure.

• Pupils sometimes lose their focus and do not complete learning tasks in full. This results in missed opportunities for pupils to develop their understanding of some of the subjects they study. The school should ensure that pupils demonstrate positive attitudes and are committed fully to their learning.