Whitnash Primary School

Highlights from Latest Inspection

Outcome

Whitnash Primary School continues to be a good school.

What is it like to attend this school?

This is a school that places the 'Whitnash family' at the heart of what they do. Enabling pupils to thrive is a priority for the school. The school achieves this because of the wider opportunities they provide pupils and the chosen curriculum in place.

This is an inclusive school. The school has high academic ambitions for all pupils. Most pupils achieve well, including pupils with special educational needs and/or disabilities (SEND).

Pupils are happy in school and enjoy their time there. They are willing to share their feelings and experiences openly with visitors to the school. ...Whitnash is a calm and orderly place.

Pupils are friendly and polite. They know the importance of keeping themselves mentally and physically well. They learn about risks they face online and know to seek the support of trusted adults should they feel vulnerable.

Opportunities to learn in the school's 'forest school' and outdoor learning activities help bring lessons to life. Other activities, such as trips and visitors into school, enrich pupils' experiences. They benefit from the opportunity to learn how to cook and consider the importance of a healthy diet and lifestyle.

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

The curriculum has been redesigned and the school has trained staff well to deliver it effectively. Learning in most subjects is logically sequenced to enable pupils to deepen their learning by successfully building on existing knowledge. Some subjects are more developed than others due to the school taking time to implement changes in a considered way.

Most pupils achieve well. Staff ensure that prior learning is revised before new learning takes place. This supports pupils to make useful connections to what they already know.

However, there is some variability in how consistently staff plan learning tasks that reflect and address pupils' misconceptions. Consequently some groups of pupils, including those most disadvantaged, do not achieve as well as they could.

The curriculum is successfully adapted to meet the needs of pupils with SEND.

Clearly understood systems ensure that pupils' needs are identified accurately. Individual targets are created which outline how best to remove barriers to learning. External agencies provide specialist support and training, as well as engaging with parents and carers.

A small number of pupils receive an adapted curriculum and are well supported to learn this by well-trained staff.

Children learn to read as soon as they start school. A highly structured phonics programme supports pupils to learn the sounds they need to know.

Books are well matched to their current stages of reading. Some pupils who require additional support receive targeted interventions to help them catch up. Despite such support, some pupils do not read fluently and this affects their understanding.

A well-planned curriculum and purposeful learning opportunities provide the youngest children with a strong start. Well-trained staff support children in the key areas of learning within early reading, writing and mathematics. Routines are quickly established.

Children form positive relationships.

Most pupils behave well in classrooms and around school. They display positive attitudes to learning and want to do well at school.

Positive behaviour in lessons means pupils are not distracted from their learning. Some pupils need extra support to follow the school's high behavioural expectations. This is effective and leads to positive improvements.

Promoting regular attendance is a key priority in school. While some pupils still miss school too often, many are now attending more regularly than they were previously.

The broader development of pupils is a key strength at Whitnash.

Pupils love taking part in 'bucket list' activities, such as space camp, experiencing Shakespeare Week and having the chance to participate in the school's rock band and choir. Pupils visit places of worship, compete in sporting events and perform in community events.

The school has invested in developing leaders at all levels.

This has enabled staff to become advocates for their areas of responsibility. Staff value working at this school. They appreciate how well leaders support them and consider their well-being and workload.

Parents hold the school in high regard. They appreciate the kindness and support provided for their children. Governors carry out their statutory roles effectively.

They have an accurate awareness of the school's strengths and areas to develop further.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that some pupils receive the support they need to read with fluency.

This affects the pace of their reading and their ability to understand what they have read. The school should ensure all pupils are supported to read with the level of fluency required to support their understanding. ? There are inconsistences in the delivery of the planned curriculum, as some learning tasks do not reflect and address pupils' misconceptions.

This means that some pupils, including the disadvantaged, do not achieve as well as they could. The school needs to ensure that staff plan and direct pupils to learning that supports all pupils to achieve as well as they should.

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 December 2018.