Wilburton CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud and happy to attend this school.

It is a warm and welcoming place. Pupils display the school values of 'excellence, love and well-being' during learning and at social times. They care for, look after, and show respect towards each other.

For example, older pupils play happily with younger children at breaktimes.

Due to the strong relationships between pupils and staff, pupils feel safe and a part of the school. They are confident about sharing any worries that they might have with staff.

Routines and expectations are clear from the start of the Reception class. Pupils understand the importance of behaving well and working hard. They ...learn with minimal distractions.

This helps pupils, including those with special educational needs and/or disabilities (SEND), grow in confidence and learn successfully.

Pupils enjoy taking up leadership roles. For example, house captains take part in celebration assemblies.

These acknowledge pupils in their houses that have done well. Pupil 'ministers' are proud to take an active role in collective worship. Organising events, such as the harvest festival, develops pupils' confidence and independence.

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

The school has put an ambitious curriculum in place for all pupils, including those with SEND. It clearly identifies the important information that pupils should know and remember in all subjects. Leaders regularly use information on how well pupils are learning alongside teachers' evaluations to improve the curriculum.

Consequently, many pupils progress well, from the early years through to Year 6.

Teachers have strong subject knowledge. They frequently check how well pupils understand what is being taught.

Most of the time, they use these checks to adapt their lessons to meet pupils' needs and to address gaps in their learning.

Teachers help pupils to break down learning into small steps. For example, in computing, pupils use their mathematical knowledge to confidently solve problems.

However, occasionally, teachers' explanations and presentation of new information are less clear. This includes when they introduce new vocabulary to pupils. This means that pupils sometimes find learning new knowledge harder, and they struggle to build on what they already know.

Staff know pupils well. This helps them to quickly identify additional needs. This ensures that the right support is in place.

Staff support pupils well. They use effective approaches and appropriate resources which help pupils with SEND to learn well. This includes children in the early years.

The school ensures that reading is a high priority. This begins at the start of the Reception Year. Well-trained staff teach reading effectively.

However, there are instances where staff do not always use consistent terminology linked to expected behaviours and routines. This means that, as pupils move from one phonics group to another, they encounter different language from staff. When this happens, pupils may not be as quick to respond to the expected routines.

Reading books are well matched to the sounds that pupils know. Pupils who struggle to read are quickly identified. Staff provide effective support to help them to catch up quickly.

The school is a calm and settled place in which to learn. Pupils behave well in lessons and at social times. In the early years, children learn to develop their independence and take responsibility for their own learning.

The school takes effective action to promote positive attendance. Staff have established positive relationships with parents. These have helped to improve pupils' attendance and punctuality.

There is an effective programme which supports pupils' personal development. This helps pupils to understand important issues, such as relationships and safety, in an age-appropriate way. Pupils talk about aspects of the programme, such as different faiths and healthy eating.

However, their knowledge of fundamental British values, such as tolerance and democracy, is less secure. The school is aware of this and has started to teach these values during collective worship. Pupils enjoy the opportunities they receive to learn outside the classroom.

This includes at social times. The school has put a wide range of structured activities in place to engage pupils and help them learn during play.

The governing body members regularly monitor the school to understand the impact of leaders' actions.

They provide appropriate support and challenge. The school takes staff's workload into account when making decisions. Staff are positive about this.

They feel valued and respected.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, teachers do not present new information or vocabulary to pupils as clearly or consistently as they might.

This includes in some phonics lessons. When this happens, pupils do not routinely secure their understanding of this knowledge or make links with what they already know. The school should ensure that it continues to provide teachers with the guidance and knowledge they need to teach the curriculum and the phonics programme consistently well.