Whixall CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Whixall CofE Primary School places pupils at the heart of everything it does. Most pupils say the school is 'like a second family'.

Staff work closely with parents and carers to build positive relationships. Parents are delighted with the support they receive. One parent's comment was typical of many when they said, 'An ethos of kindness, inclusion and community shines out.'



Pupils brim with enthusiasm and love learning. For the most part, they fulfil the school's high standards and achieve well. However, children in the early years do not achieve as well as the school expects.

The school has high expectations for pupils' conduct and behaviour. Pup...ils are polite and well mannered. There is a purposeful and amiable environment in classrooms and around the school.

Pupils understand the importance of tolerance and respect. Underpinning this are the school's values. Pupils say these 'help us and others to get on well'.

Pupils benefit from a wide range of trips and external visitors which enrich the curriculum. They reflect that these experiences help them to understand what they have learned in class. For example, in history, pupils could explain how a trip to a castle had enabled them to understand their historical purpose and use.

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

The school, aided by skilled leaders across the trust, has ensured that the curriculum is designed meticulously. From the provision for two-year-olds to the end of Year 6, the school has identified the important knowledge and skills pupils need to learn over time. Pupils build on their previous learning and deepen their knowledge as they progress through the school.

For example, in music, pupils in key stage 1 play musical instruments alongside the teacher. By the end of key stage 2 pupils are able to compose simple melodies independently.

Skilled subject leaders support staff effectively.

For example, in key stage 1 and 2 staff deliver the curriculum as intended. Typically, teachers check pupils' learning in lessons. In most subjects they continue to check on pupils learning over time.

However, in some subjects, these checks on pupils' learning are currently being developed. As a result, the school does not know how well pupils remember what has been delivered previously.

The early years curriculum is not delivered effectively.

Too often, the focus of learning and activities is not clear or well thought out. This means that staff do not centre on the important learning that children need to learn and secure well. Consequently, children are not ready for their learning in key stage 1.

Nevertheless, children settle well into school life in the early years. From the provision for two-year-olds, staff establish positive relationships and build children's language skills well. Children follow expected routines with little support.

The school supports pupils with special educational needs and/or disabilities (SEND) well. It identifies these pupils' needs quickly. Staff make adaptations to enable pupils with SEND to learn the same curriculum as their peers.

There is a positive culture of reading at this school. Pupils read widely across the different subjects. They enjoy choosing books from the 'reading bus' and 'earning stars' for reading at home.

The school has rightly introduced a new system to deliver phonics. Overall, this is helping to ensure that pupils build their reading skills and knowledge on what they know already. The school makes sure that the books pupils read help them practise the sounds they are taught.

However, some staff have not received the relevant training to deliver the school's phonics programme effectively. As a result, some pupils do not learn their phonics well enough.

Pupils understand their rights and responsibilities when it comes to behaviour.

There is little disruption to learning in class. The school manages attendance well and works closely with families to improve attendance where necessary.

The school encourages pupils to volunteer for leadership roles, for example in leading clubs, litter picking or being part of the worship council.

Pupils reflect that these opportunities help 'make our school even better.' The school changes the range of clubs on offer to accommodate pupils' requests. To support their mental health and well-being, pupils access 'mindfulness spaces' around school.

They learn about wider society and diversity by exploring different faiths and cultures. This helps pupils to develop informed views and to value differences.

Staff are very proud to work at the school.

They feel well supported by school leaders and feel that they work together as a team. Trustees and local governors support leaders well in making the right decisions for the pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not deliver the early years curriculum as effectively as the school intends. This means that children are not well prepared as they should be to learn in key stage 1. The school should support staff to ensure that they deliver the early years curriculum as effectively and as intended.

• In some subjects, the checks staff make on pupils' learning are not as developed as they could be. As a result, in these subjects, staff do not always know how well pupils are learning over time. The school should ensure that checks on pupils' learning are made in all subjects in order to make sure they have learned what has been delivered in all subjects.

Some staff have not received sufficient training and support to teach phonics effectively. As a result, some pupils do not learn to read quickly enough. The school should support all staff in the implementation of the school's phonics programme so as it is delivered consistently well.