Wigton Nursery and Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Wigton Nursery and Infant School.

They are friendly, confident and welcoming. Leaders' values of 'learning, laughter and love' resonate throughout the school. Pupils, including children in the early years, enjoy coming to school.

They arrive each day excited and ready to learn. There are strong relationships between pupils and staff. Pupils know that leaders will deal quickly with any worries they may have, including any concerns they have about bullying.

This helps pupils to feel safe.

Leaders have high expectations for pupils' learning and behaviour. Pupils listen carefully to their teachers and do what is asked of them.
.../>They are polite and respectful. Pupils, including those with special educational needs and/or disabilities (SEND), do their best to meet leaders' expectations and work hard.

Pupils appreciate the opportunities they have to go on trips.

For example, pupils, including those in the specially resourced provision for pupils with SEND, go swimming. Pupils also enjoy visits to the zoo, the beach, farms and local fells. They recently explored renewable energy and pond dipping at a local nature reserve.

These varied experiences help pupils to develop a sense of place and responsibility. They also help them to build confidence and resilience.

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

Leaders have designed a broad and well-sequenced curriculum.

They have carefully considered the essential knowledge that children in the early years need to acquire, and when, to help prepare them for key stage 1. Pupils have not achieved as well as they should over time. However, the new headteacher has been quick to develop a curriculum that is ambitious for all pupils, including those with SEND.

In a small number of subjects, leaders have not provided sufficient training to give subject leaders the knowledge and expertise they need to lead their subject as well as they should across the school. As a result, pupils' learning is inconsistent.

Leaders quickly identify any pupils with additional needs.

These pupils are supported effectively to follow the same curriculum as their classmates. Pupils in the specially resourced provision experience a curriculum that is appropriate to their needs. They are taught by staff who know them well and are skilled in supporting their individual learning and behavioural needs.

These pupils are included in the life of school wherever possible.

Teachers have the knowledge they need to deliver the curriculum well. Teachers give pupils clear feedback.

They pick up pupils' errors and misconceptions. However, in some subjects, leaders have not developed ways for teachers to check what pupils know and can remember. This can hinder some pupils from developing deeper knowledge and understanding over time.

Leaders have prioritised reading from the Nursery Year to Year 2. Pupils read widely and often, both in and out of school. Parents value the opportunities that leaders provide for them to come into school and read with their children.

For example, many parents recently attended a family bedtime story session in school. Leaders have successfully introduced a phonics curriculum. Staff have been trained to teach this well.

Pupils learn sounds in a logical order. The books that they read contain the sounds and words they know. This helps pupils to build confidence and fluency.

Leaders closely track the sounds that pupils know and can remember. Pupils who need additional help to keep up with the phonics curriculum are supported effectively to do so.

Children in the early years follow established routines well.

Staff help them to develop independence and social skills, such as taking turns and sharing. Older pupils are courteous and well mannered. They understand that pupils in school have varying needs, and they are considerate of this.

Pupils behave well in their lessons. They have positive attitudes to learning and are proud of what they achieve. Learning is rarely interrupted by disruptive behaviour.

Leaders ensure that pupils have experiences that extend beyond the academic curriculum. They have forged close links with the community. For example, pupils are helping to develop a local park.

Leaders also work closely with local sports clubs, such as the rugby and cricket clubs. Leaders have recently established links with schools in Chechnya. These varied opportunities help pupils to be active in the community.

They also help them to learn about the wider world.

The school is well led and managed. Leaders have acted swiftly since the appointment of the headteacher to address the weaknesses in the curriculum.

Governors know the school well and are effective in holding leaders to account. Staff appreciate the steps that leaders have taken to prioritise their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have provided training to ensure that staff identify any safeguarding issues that may arise. Staff know how to report and record any concerns they may have. Leaders act upon these quickly and appropriately.

They keep detailed records of the actions they have taken to secure help for vulnerable pupils. Leaders work with other agencies to access additional help. Emotional literacy support staff also provide nurture and support for pupils.

Pupils learn how to keep themselves safe, including when they are online. Other agencies, such as the police and fire brigade, talk to pupils about risks and dangers and what to do if they need help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, leaders have not provided sufficient training for subject leaders.

As a result, some subject leaders do not have the knowledge and expertise to lead their subject as effectively as they should. Leaders should ensure that all subject leaders are given further support to lead their subject well across the school. ? In some subjects, leaders have not developed assessment strategies to check what pupils know and remember.

As a result, teachers are less skilled in checking what pupils know in these subjects and using this to inform their teaching. At times, this hinders pupils from developing a deeper knowledge in these subjects. Leaders should ensure that teachers make effective use of assessment strategies to shape their teaching.