Whickham Parochial Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Whickham Parochial Church of England Primary School stand by the school's golden rule, 'treat others the way that you want to be treated'. There are many examples of acts of kindness, such as pupils writing to the school crossing patroller to show their appreciation and collecting for a local food bank.

Leaders have high expectations of themselves and everyone in their care, including those with special educational needs and/or disabilities (SEND).

Pupils say that teachers 'want us to push ourselves, so that we achieve well'. Pupils are enthusiastic about their learning. They are particularly keen to talk about the books they are reading.

Behaviour ...in lessons and around the school is exemplary. Pupils live up to the high expectations set by leaders and staff. They feel safe and say they are delighted to attend school.

There is always someone on hand for anyone who needs a friend to play with or someone to cheer them up. Pupils say bullying does not happen, but if it did, teachers would sort it out quickly.

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

They are confident, curious learners. Children are keen for a challenge. They enjoy learning to read.

Children are eager to take part in problem-solving activities. They help each other to come up with solutions to the problems that teachers set.

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

Leaders, including governors, have a clear and ambitious vision for the school.

Staff share in this vision. Despite the disruption caused by COVID-19, leaders have designed a well-sequenced curriculum. In most subjects, teachers teach subject content so that all pupils, including those with SEND, learn and achieve well.

In phonics and mathematics, the curriculum is particularly well sequenced. Pupils have strong recall in what they have learned. They explain what they are learning accurately.

Children in the early years record number calculations and self-correct their work. They talk about number bonds and add three numbers mentally. In art and design, pupils demonstrate the skills they have developed to sketch and paint in the style of artists, for example Henri Matisse.

Provision for children in the early years is exceptional. Staff have expertise in developing children's speech and communication skills. Staff teach children how to manage their own feelings.

This helps them to focus on their activities. Children work well together to come up with manageable solutions, for instance when collecting and weighing stones. They add and take away the stones from a container, helping each other to solve a problem.

In almost all subjects, leaders have identified the key knowledge and skills they want pupils to know and remember over time. However, in geography and design and technology, leaders are not specific enough about what they want pupils to learn in each year group. Sometimes, teachers are uncertain about what pupils have learned in previous years.

As a result, some activities are repeated and do not always teach pupils the knowledge they need to develop a deep understanding over time.

Leaders prioritise reading. Staff promote a love of reading from the moment that children start school.

Children learn the letters and sounds they need to know to read words. This helps them to read well. Books are well matched to pupils' phonic knowledge.

Leaders use regular assessment to spot pupils who are at risk of falling behind. Pupils receive support if they need it, to help them keep up. Pupils enjoy putting their home reading logs in the 'Reading Together Post Box'.

They enjoy the rewards they earn for writing book reviews.

There are effective systems for identifying pupils who have additional needs. An autism spectrum 'ambassador' ensures teachers are well informed about useful strategies to support pupils.

Staff use this information well to help pupils with SEND.

Pupils behave extremely well, which supports teachers to deliver the curriculum. From the early years to Year 6, pupils regulate their own behaviour successfully.

They understand the importance of looking out for each other. 'Playground Heroes' check on pupils who may seem sad at break times. They make sure nobody feels left out.

Pupils are helped by the scenarios that teachers use to teach them how to deal with difficulties they may face in life. Pupils understand consent and equality. They feel well prepared for secondary school.

Leaders' curriculum for personal development helps pupils to treat others with respect. They learn to help others through 'advocacy' by participating in acts of service. This includes doing chores to raise money to support an international children's charity.

Pupils discuss important global issues. They have a good understanding of diversity. Pupils understand the importance of not judging others, 'because we are all unique'.

Pupils enjoy the many clubs on offer such as karate, football and Irish dancing.

Governors know the school well. They know what is working well and what needs to further improve.

Staff feel well supported by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure all staff have up-to-date safeguarding training.

Staff are alert to the potential dangers that pupils might face in life. Leaders know the local community well. Staff are quick to pass on their concerns about pupils to leaders who are responsible for safeguarding.

Leaders ensure that vulnerable pupils receive additional support. They liaise effectively with other agencies so that these pupils remain safe while they are not in school.

Staff teach pupils about staying safe in a range of situations.

This includes when they are online.

Leaders carry out appropriate recruitment checks on staff and volunteers to make sure that they are safe to work with pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In geography and design and technology, leaders do not make the sequencing of knowledge and skills clear enough.

This occasionally results in teachers repeating parts of the curriculum that pupils have already learned in earlier year groups. This delays how quickly some pupils build upon their previous learning to access new knowledge. Leaders must make sure they identify the essential pieces of knowledge pupils need, in all curriculum subjects, step by step across the school.

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