Wheatfields Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Wheatfields Primary School. Many pupils say the lessons are what they like best.

The school places a high value on everyone being included. Everyone is welcomed warmly. Pupils feel safe and well cared for by staff.

Pupils enjoy their learning. They study a broad and interesting curriculum. The school has worked hard to ensure that learning is interesting.

This is helping pupils to achieve increasingly well.

Pupils respond well to the school's high expectations of them. In the past, this has not always been reflected in pupils' achievement in national tests and assessments.

However, the school has identified, and made, ...changes to the curriculum and how it is taught. As a result, pupils achieve well.

Pupils understand the school's values of being resilient and reflective learners.

They show respect for staff. There is a calm and orderly atmosphere in lessons.

Pupils appreciate the range of clubs and activities they can experience.

There are regular opportunities for the older pupils to have additional responsibilities. Pupils elect members to represent their views on the school and eco-councils. They help to decide how some areas of the school are organised.

These opportunities help pupils to become responsible citizens.

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

Pupils study an ambitious and increasingly well-designed curriculum. The school has made improvements to ensure that important knowledge is set out in a logical order.

This helps develop pupils' depth of understanding over time.

In the early years, learning is carefully planned and skilfully delivered. Adults support children to develop their knowledge and understanding across all areas of learning.

Routines and behaviours for independent learning are established quickly. Children are well prepared for Year 1 and beyond.

The provision for pupils with special educational needs and/or disabilities (SEND) is a strength.

The school has high aspirations for pupils with SEND. The school accurately identifies any additional help pupils with SEND need. Teachers adapt their teaching and provide pupils with personalised support when this is needed.

This helps pupils to overcome their barriers to learning. As a result, pupils with SEND settle well and learn the curriculum alongside their classmates.

The school prioritises the learning of reading and phonics.

The school's phonics programme is well structured. Children learn to read from the very start of Reception. Well-trained staff teach phonics consistently well.

Their expertise helps them to spot when pupils have gaps in their reading knowledge. They make sure these pupils get the help they need to catch up. As a result, pupils gain the knowledge they need to read fluently.

Across the school, pupils access a well-organised reading scheme. They are motivated by the rewards that encourage them to read at home. Improvements to the curriculum ensure that pupils increasingly have opportunities to practise and apply their reading knowledge when studying different subjects.

This helps them to become confident readers.

Teachers explain learning clearly to pupils. Learning is delivered step by step.

This helps pupils to build on what they have learned before. The school routinely checks how well pupils are doing at the end of a unit of work. Staff use this information to adapt the curriculum and address any gaps in pupils' knowledge.

However, sometimes teachers do not check pupils' understanding thoroughly. This means that misconceptions that pupils have are not always identified. As a result, some pupils move on to new learning before they are ready to do so.

Staff set high expectations for behaviour. Many pupils take responsibility for managing their behaviour. Most are enthusiastic and motivated learners.

They listen well to their teachers' explanations and instructions. As a result, learning progresses smoothly in lessons. However, at playtimes and lunchtimes, some pupils do not always display the same levels of respect for others.

These pupils are less successful at managing their own behaviour, and expectations of their behaviour are not always as high as when they are in class.

Pupils are polite and respectful of each other. When speaking in a group, they take turns to talk and listen.

The school teaches pupils to understand and respect people's differences. This gives them a firm understanding of fairness, equality and democracy.

Leaders and governors are outward-looking.

They have benefited from guidance provided by experts. This has enabled them to develop the school further. Leaders ensure staff are provided with useful training opportunities to improve their teaching.

Most parents are positive about the school. They appreciate the regular opportunities to visit the school. These include sessions when parents can enjoy books with their children.

This encourages pupils to read more frequently.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teachers' checks on pupils' understanding are not effective.

Consequently, some misconceptions go unchecked and become embedded. As a result, pupils do not learn some important knowledge as securely as the school has planned. The school should ensure that agreed approaches for checking pupils' understanding of new learning are implemented consistently to prevent misconceptions from being carried forward by some pupils.

• During unstructured times, some pupils' behaviour is not as polite and respectful as it could be. Some staff do not consistently uphold high expectations of pupils' behaviour outside of lessons. The school should ensure that the same calm, self-regulation seen in classrooms is reflected at playtimes and lunchtimes.