Whitwell Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud of their school.

The school sets high expectations. Pupils behave exceedingly well and with maturity. They are welcoming, polite and responsible.

Pupils are happy and safe. They have very positive attitudes and enjoy learning. Pupils live out the school's BEST motto, 'Believe, Endeavour, Succeed Together'.

The school provides exceptional opportunities and experiences to develop pupils' personal development. Pupils make the most of a wide range of sporting, artistic, musical and academic clubs that develop their interests and talents. They have opportunities to form lasting memories of caring staff and strong friendships.

Staff a...re extremely proud of pupils' many achievements. They nurture pupils' confidence, resilience and independence. Pupils support each other.

They value the range of leadership roles available, such as being sports and playground leaders, and mini police. Pupils put into practice the kindness and respect that they are taught. They lead on charity fundraising events.

The school is very much part of the local community.

Parents and carers express very positive views about the school. One parent, whose comment was typical of many, said: 'The staff form wonderful and positive relationships with pupils and parents.

Whitwell is a wonderful school with a great community feel.'

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

Staff put pupils' best interests first. The school leads with a strong moral focus, underpinned by child-centred values.

A calm and purposeful ethos permeates the school. Overwhelmingly, staff like working at the school. They recognise the school's inclusive nature, in which each pupil is cherished and valued.

Leaders, including governors, know the school well. The school has improved much since the previous inspection.

Leaders have developed suitably ambitious curriculums in most subjects.

For example, in mathematics, carefully considered steps in learning enable pupils to gain mathematical knowledge, fluency, application and reasoning skills. Pupils build their understanding of mathematical concepts logically and systematically.

The school ensures that subject curriculums enable pupils to acquire and develop subject-specific skills.

For example, in history, pupils gain a deepening understanding of causes and consequences as they progress through the school. In science, pupils learn to hypothesise, investigate and think like scientists. However, the school has not fully identified the key knowledge that they want all pupils in mixed-age classes to learn, in all subjects.

Staff have strong subject knowledge. They understand how pupils learn best. This enables pupils to learn well.

They ask searching questions to check pupils' learning.Staff quickly address any errors or misunderstandings in pupils' learning. Pupils take pride in their work.

The school prioritises pupils' reading. Books are valued and treasured. Leaders ensure that Nursery children build vocabulary through speech and language activities.

Children begin to learn phonics within days of starting Reception. Staff are highly effective in the teaching of phonics. Younger pupils build their phonics knowledge to become fluent in their reading.

Older pupils deepen their comprehension skills over time. Pupils learn to read very well.The school's provision for pupils with special educational needs and/or disabilities (SEND) is a real strength.

Leaders identify, know and understand pupils' needs very well. Staff adapt their teaching to meet these pupils' needs. For example, they break down tasks and activities.

Pupils with SEND learn the same curriculum as their peers. These pupils learn very well.

Children get off to a fantastic start in early years.

They have excellent opportunities to play and learn. Staff build and embed small, yet significant, steps in learning. Every activity supports purposeful learning.

Staff prioritise children's personal, social and emotional development. Whether making dough or splashing in puddles, children learn to be curious, resilient and sociable. Adults engage meaningfully and purposefully with children.

Routines are very well established. Many parents rightly express delight and confidence in their children's experiences in early years.

The school's provision for pupils' personal development is exceptional.

Pupils gain a rich appreciation of life and responsibilities in modern Britain. They deepen their understanding of right and wrong. They recognise the importance of democracy.

They value respect, difference and diversity. Pupils benefit from opportunities that enhance their spiritual development. For example, pupils experience awe and wonder when searching for micro-bugs and investigating micro-habitats in the Rookery.

The school's personal, social, health and economic (PSHE) education curriculum includes relationships education. Older pupils learn about sex education in age-appropriate ways. Pupils learn the value of money by saving and exchanging their well-earned 'Wellians', the school's reward currency.

Pupils learn about healthy living. They appreciate different risks and how to keep themselves safe, including, for example, when in the community and when online.

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 fully realised its intended ambition to build pupils' substantive knowledge in all foundation subjects for mixed-age classes. As a result, pupils do not build key subject knowledge as well as they should across the whole curriculum. Leaders must complete the work they have started to ensure that suitably ambitious curriculums support all pupils to build substantive knowledge in all foundation subjects.

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