Widcombe Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Widcombe Infant School is a happy, safe place to learn. Pupils are at the centre of everything the school does. Leaders are ambitious for all pupils.

Parents are overwhelmingly positive about the care and guidance provided for their children. One parent stated, 'This is a lovely, supportive school that nurtures and takes a strong interest in every child.'

Pupils love coming to school.

This is reflected in their high attendance. Pupils appreciate the wide range of opportunities offered to them. This makes a strong contribution to their outstanding personal development.

Highly effective pastoral support ensures all pupils are ready to learn.

...Staff have high expectations of pupils' behaviour. Pupils behave well in lessons and during social times.

Low-level disruption is rare. Pupils are respectful and polite to one another. They understand what bullying is.

Pupils say that bullying happens very occasionally. They are confident that when it does happen, adults deal with it well.

The school's ethos is fully inclusive.

This supports everyone learning and working in this diverse community. Staff know and understand the pupils very well. Highly effective relationships and positive interactions permeate the daily life of the school.

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

Leaders have high expectations for all pupils. The headteacher is passionate about her work and is well respected by staff and the community. Pupils and adults are cared for and supported well.

Staff appreciate and recognise the importance placed on everyone's well-being. They value the opportunities provided to them for their own professional development.

Leaders prioritise reading.

They ensure that all pupils master learning to read. From the moment children join in Reception, they learn phonics. Staff are well trained.

They adapt their teaching to meet the needs of individual pupils. Early checks on pupils' progress enable staff to provide further support quickly so pupils do not fall behind. Teachers carefully select stories they want pupils to know and remember.

These texts support pupils' personal, social and emotional development, including in the early years. As a result, pupils are developing into competent and confident readers. They understand the importance of being able to read fluently.

However, some pupils do not talk about reading being an enjoyable thing to do.

Leaders have carefully organised the mathematics curriculum. Pupils enjoy mathematics and are keen to learn.

They use a range of mathematical vocabulary well to support their understanding. Careful checks on how well pupils are doing mean that teachers are clear about pupils' next steps. As a result, pupils, including those with special educational needs and/or disabilities (SEND), make progress well.

In the early years, staff provide relevant opportunities to develop children's mathematical skills. Children encounter a range of mathematical language through effective, careful talk.

Leaders have worked diligently on developing plans for all subjects across the wider curriculum.

Effective subject leadership, for example in science, is enabling all leaders to support curriculum development across the school. As a result, there is a well-sequenced and relevant curriculum in place. However, teachers do not always make the important knowledge they want pupils to know and remember clear.

Consequently, sometimes pupils cannot explain what they already know well enough.

Relationships are based on mutual respect. One pupil described respect as 'being kind and not making fun'.

Staff help pupils with SEND to learn successfully. They consider pupils' individual needs well and adapt learning as necessary. Teachers benefit from using effective external support when appropriate.

Pupils behave well during social times and when they are learning. They understand why they need to act kindly towards everyone. On the rare occasions when pupils do not behave, staff deal with this quickly so that learning is not interrupted.

Leaders have a clear and accurate view of the needs of their community. High-quality pastoral support and positive engagement with parents ensure that each child is seen as a unique individual. Pupils gain confidence and resilience on a daily basis.

This is through the strong and trusting relationships as well as the taught curriculum. Leaders go above and beyond to plan a wealth of rich experiences beyond the classroom. Pupils talk excitedly about these opportunities, including forest school and being members of the school council.

Safeguarding

The arrangements for safeguarding are effective.

Staff are vigilant and keep pupils safe from harm. Leaders ensure that all staff are knowledgeable and receive frequent, up-to-date safeguarding training.

As a result, staff have a clear understanding of the processes and procedures when reporting concerns. They know leaders take their concerns seriously. The support for vulnerable pupils is strong.

Leaders go out of their way to ensure families access the help they need.

Pupils and parents agree that the school is a safe place to be. Leaders have ensured that the curriculum supports pupils' understanding of staying safe in a range of situations.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A well-sequenced curriculum is in place. However, sometimes pupils do not articulate their understanding of previously learned knowledge in some subjects well enough. Teachers need to be explicit in what they want pupils to know and by when, to ensure that key content is remembered and built upon each year.

Also at this postcode