Wheelwright Lane Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a nurturing and welcoming school. Staff and pupils follow the motto of 'be kind, be safe, be fair'. Pupils know that adults will listen to any worries and quickly deal with problems.

Pupils are happy and feel safe. They are excited about their learning. They say about their experience at school that 'you work hard, but it is fun here'.

There are high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils meet these expectations and achieve well.There is a calm and purposeful atmosphere.

Pupils understand and follow the well-established routines. They behave exceptionally well around the school. P...upils talk confidently to visitors, hold doors open for adults and have impeccable manners.

Pupils play happily during social times. Breaktimes and lunchtimes are enjoyable for all.

Pupils enjoy regular trips.

These give them a range of experiences to enhance their learning. For example, they learn about animals at the zoo and visit different places of worship. Older pupils work as a team to overcome outdoor challenges on a residential trip.

Pupils attend clubs to develop interests in different sports and activities, such as computer coding and performing arts.

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

The school has ensured that there is a well-planned and ambitious curriculum in place. Leaders have set out the order in which pupils learn information so that they build on previous learning.

Staff have identified the important knowledge they want pupils to remember. This helps the school to deliver the curriculum well.

Teachers provide tasks to help pupils recall prior learning.

For example, in mathematics, pupils regularly practise their learning and use 'flashbacks', which ensures that they build their knowledge over time. Pupils enjoy solving mathematical challenges, which really make them think, and they apply their knowledge to solve problems. Teachers make effective adaptations to their teaching to meet the needs of pupils.

Pupils, including those with SEND, progress well through the curriculum. Teachers have secure subject knowledge. They explain new learning clearly.

In reading and mathematics, teachers check what pupils have remembered. They quickly spot and address gaps in pupils' learning. However, the school does not always have a clear overview of what pupils remember in some subjects.

Assessment systems are still being developed in these subjects.

Children get off to a flying start in early years. Staff in the Nursery and Reception classes work together to ensure that the activities they provide are purposeful.

Adults in the early years are skilled at using questioning and conversation to encourage children to communicate. For example, adults use puppets to model descriptive language. This encourages children to use similar rich vocabulary.

Pupils with SEND are identified quickly, and the school works alongside families to support them. Pupils with SEND speak positively about how they are supported. They say this makes a difference and helps them to learn.

Reading is a priority. Teachers encourage pupils to discuss what they have read and recommend books to each other. Pupils and parents regularly visit the school library.

In Nursery, there is a focus on songs, rhymes and vocabulary until children are ready to start learning the sounds that letters make. In Reception, children immediately begin to learn phonics. Pupils who need extra help with reading receive support so that they catch up.

The school has developed a set of appealing characters to help pupils to learn how to become independent and effective learners. Pupils find these engaging, and even the youngest pupils understand how they can use characteristics like resilience to improve their learning. Teachers look for these learning behaviours in the classroom, and they celebrate them.

As a result, pupils' attitudes to learning are positive.

The school has been successful in improving attendance. Staff take a supportive approach and work with families to get children into school.

Parents and carers appreciate the pastoral support they receive from staff. Leaders have ensured that there is a strong and effective culture of safeguarding.

The school provides pupils with opportunities to take on meaningful leadership roles, such as school councillors.

The junior road safety officers are instrumental in teaching their peers about road safety. This has resulted in the school winning an award for this work. The curriculum develops pupils' characters well.

Pupils learn to work cooperatively and share ideas. Pupils respect the views of others. They understand other faiths and respect beliefs and opinions that are different from their own.

Pupils have a secure understanding of fundamental British values. They can explain how these apply in school and in the wider world.

Governors are effective and well trained.

They regularly monitor areas such as safeguarding practice to ensure that it remains robust. They check that all pupils are learning equally well.

Staff, including those at an early stage of their careers, appreciate the training and support they receive.

They know that leaders are mindful of their workload and well-being. They are proud to work here.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment arrangements in some foundation subjects are at an early stage of development. This means that the school does not always have a clear understanding of the gaps in pupils' knowledge or how well they are achieving in these subjects. The school should develop effective assessment systems in all foundation subjects so that pupils' understanding can be checked and gaps in their learning addressed.