Wheatcroft Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are part of a nurturing community at Wheatcroft School.

They benefit from effective pastoral support. Staff at the school know them well. Pupils are safe and happy.

They are proud to live up to the school's motto of 'Learn and Care'.

Pupils receive a high-quality education. They study a wide range of subjects.

Pupils make good progress through the curriculum, helped by dedicated staff. Children in the early years follow an ambitious curriculum. Staff help them develop emotionally and academically.

As a result, the 'Bluebells' are ready to make a confident start to Year 1.

Pupils learn in a positive environment. The school pla...ces a strong emphasis on a culture of relationships.

Careful and encouraging communication supports this. Most pupils behave well in and out of the classroom. They are polite and courteous to others.

Instances of bullying and discriminatory behaviour are rare. Staff teach important values in assemblies. Pupils receive positive recognition when they show these values in school.

Pupils enjoy learning beyond the academic curriculum. This includes joining in with sporting and musical events. Pupils also take part in learning linked to their wider community.

They appreciate the opportunity for 'Beach School' lessons. This enriches their learning within the school's seaside location.

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

The school has made improvements to the quality of education.

The curriculum is broad and balanced. Leaders are ambitious for what pupils can achieve. Children in the early years benefit from planned milestones.

This makes the important early stages of learning clear. For example, writing development is thoroughly mapped out. This helps children build strong foundations for future learning.

Older pupils also enjoy subjects that have the essential knowledge and vocabulary clearly defined. However, checks on pupils' understanding of the curriculum are not fully developed. These checks are not precise enough.

Leaders do not have a clear understanding of the curriculum's effectiveness. Some pupils with special educational needs and/or disabilities (SEND) do not have subject-specific targets that are well matched to their needs.

Children in the early years begin their reading journey straight away.

They enjoy their daily phonics sessions. Pupils build on these as they move through Year 1 and Year 2. They read suitable books with increasing fluency.

Any pupils who fall behind catch up quickly. They receive support from well-trained staff. The school helps parents to understand how they can support reading at home.

Parents value this input. Older pupils sustain a love of reading. They enjoy reading a variety of fiction and non-fiction books.

They also enjoy listening to adults read stories to them. Pupils in Year 6 help to run the library for their peers.

The school has high expectations for pupils' punctuality and attendance.

Most pupils attend well. However, rates of persistent absence are too high. Thoughtful and determined action from the school is beginning to have a positive impact for these pupils.

The school has implemented a behaviour and relationships policy. This puts positive language at the centre of leaders' expectations. Pupils and staff have a clear understanding of the policy.

They feel that it is fair. Staff swiftly address low-level disruption in the classroom. For the small number of pupils who continue to dysregulate, leaders take appropriate action.

Pupils are positive about the school's 'reflection' space. They value the chance to reflect on their choices with a trusted adult. The school gathers information about behaviour incidents.

However, it does not use this information well to test the impact of its actions.

The school teaches pupils how to be healthy and happy. Children in the early years talk confidently during lunchtime about making healthy eating choices.

Older pupils enjoy taught sessions focusing on mental health. They learn about the importance of sleep. They also learn about the impact that diet has on their well-being.

Pupils have an age-appropriate understanding of healthy relationships and risk-taking behaviour. They are clear about how to keep themselves safe.

Leaders are relentless in driving the quality of education further forward.

Governors know the school well. They use their broad knowledge and experience to help the school improve. Staff are proud to work at the school.

They value the way leaders listen to them and consider their workload. Parents are highly complimentary about the school. They recognise that the caring environment helps their child to thrive.

The school does not review the impact of its work precisely enough. However, leaders have a sound understanding of the improvements they need to make.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Monitoring and evaluation strategies are not precise enough, including for pupils with SEND. The school does not clearly understand the impact of its work in some areas. Leaders should continue to sharpen systems to support school improvement.

• Assessment is not fully developed across the curriculum. The school does not have a precise understanding of the impact of the curriculum. Leaders should intensify actions to ensure assessment is closely matched to the aims of the curriculum and informs future teaching.

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