Whipperley Infant Academy

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The headteacher of this school is Amelia Whitehouse.

This school is part of Whipperley Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Amelia Whitehouse, and overseen by a board of trustees, chaired by Sue Spriggs.

What is it like to attend this school? ...r/>
All pupils absolutely thrive at this school.

This is because staff are totally committed to every pupil succeeding, whatever their starting points or needs. Any barriers to learning are expertly overcome, especially in language development. Pupils, including those with special educational needs and/or disabilities (SEND), are immersed in learning that is of a consistently high quality.

Teachers hone learning to precisely fill gaps in pupils' knowledge.

Pupils love reading and mathematics. They are excited to find out more about the world around them.

Good use is made of outdoor space to rehearse learning independently. Large climbing frames and sandpits support their physical development well.

Pupils' learning is also vastly enriched by a range of wider experiences they would not otherwise access.

They visit the zoo, museums, parks and places of worship. They have visits from authors and artists. They correspond with another school in Greenland.

Pupils always behave very well. High levels of respect are shown. Diversity is celebrated.

Pupils take turns to be on the active school council. They participate in choir, multi-sports, art and gardening clubs. Pupils are well prepared for junior school.

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

The school has built an ambitious curriculum that is based on leaders' expertise around pupils' early development. Its design also recognises the specific requirements of pupils with SEND or who speak English as an additional language. It is well crafted to build incrementally pupils' knowledge, language and social skills needed for the next stage of their education.

It results in pupils achieving exceptionally well from their starting points.The school weaves into the curriculum the direct teaching of how to listen well, cooperate and be independent. This means pupils soon settle and are ready to follow the norms of school life.

There are also repeated opportunities for pupils to rehearse new knowledge and skills through exploration and play, so they become secured in their memory.

Leaders have ensured that all staff understand their curriculum expectations and how best to teach them. Teachers take ownership of how well pupils achieve in their class across all subjects.

Staff know every pupil in their class well. They constantly check on how well pupils are learning. Teachers are nimble in responding to pupils' needs and successfully address misconceptions as soon as noticed.

This has been particularly effective in mathematics where pupils are now achieving well. This is due to very effective staff training. Staff appreciate the time and support leaders give them to sharpen their practice.

All staff share the ambition that every pupil will be a fluent and confident reader. Staff know how to teach early reading very well, from early years upwards. They follow a consistent approach to teaching phonics and have high expectations of all pupils, including weaker readers.

Through regular, robust checks on pupils' reading, any pupil who is struggling is picked up and intervention provided without hesitation. Pupils, many who speak English as an additional language, quickly catch up. By Year 2, most pupils are reading at a level expected for their age.

This is impressive, as the majority of pupils start school speaking little or no English.

Pupils with additional needs, including SEND, receive excellent support and are successful in their learning. Specialist advice is acted upon so pupils achieve their specific targets.

Staff make intelligent adaptations to the curriculum so that learning is accessible to everyone. A few pupils with the highest needs are provided with bespoke language, communication and social skills support so they make progress.

As well as positive attitudes to learning, pupils show excellent behaviour.

In Reception, children turn take and share, for example when playing skittles outside and keeping a tally of their score. Elsewhere, pupils also know and follow the school rules and are respectful of the learning environment. They access equipment and resources carefully and independently.

Pupils get on well, and bullying is rare. Pupils are safe and happy. Attendance is high due to robust oversight from the pastoral team.

Through lessons, assemblies and wider opportunities, pupils of all ages learn about healthy lifestyles and how they develop from babies to adults. They know that discrimination is wrong. Pupils know about different religions and why respect is important.

They celebrate religious festivals and learn about other cultures. They experience visits outside the local area, so they understand the world beyond. This prepares them for life in modern Britain.

Trustees know the school well. They fulfil their statutory duties. Trustees seek external quality assurance for school improvement and hold leaders to account.

Parents are encouraged to contribute to school life and are positive about the school.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in September 2014.

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