Wilfred Owen Primary School

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About Wilfred Owen Primary School


Name Wilfred Owen Primary School
Website http://www.wilfredowen.shropshire.sch.uk
Inspections
Ofsted Inspections
Headteacher Mrs Karen Matthews
Address The Monkmoor Campus, Woodcote Way, Shrewsbury, SY2 5SH
Phone Number 01743282360
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 224
Local Authority Shropshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a warm, welcoming school where everyone is valued and included. Pupils are happy and safe.

They are thoughtful and kind to each other. This is because the school places a strong focus on pupils' social and emotional well-being. The school's motto of 'ready, respectful and safe' is at the heart of the highly effective pastoral support for pupils in its care.

Pupils know they have someone to talk to if they have any worries and that staff will sort out any problems quickly.

The school has high expectations for pupils' achievement and has developed a curriculum that focuses on what pupils need to know and understand by the time they leave the school. Thi...s means that academic outcomes are improving quickly.

Reading is a priority from the start and pupils love to share the wide range of books that they read.

Pupils are proud of their school. The school council raises funds to buy play equipment and pupil safeguarding leads help younger children at playtime.

Pupils have many enrichment opportunities, including trips to a castle and a mill, which bring the curriculum to life. They benefit from a wide range of clubs, including the Wow Club, multi-sports and craft.

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

The school has acted quickly to develop a broad, ambitious curriculum.

It has identified the key knowledge and skills pupils must learn so that they understand and remember more in all subjects. This means that outcomes are improving rapidly. Reading is prioritised so that all pupils, including those with special educational needs and/or disabilities (SEND), access a rich curriculum offer.

Staff make sure that pupils who need support get it quickly so that they can keep up with their peers. However, the school does not have a consistent approach to handwriting and spelling and so some pupils do not develop the fluency to write as well as they should.

There has been a strong focus on professional development working collaboratively across the multi-academy trust.

Subject leaders provide effective support so that teachers know the curriculum well and adapt their lessons to the needs of their classes. Teachers use modelling and displays to explain key ideas, check pupils' understanding often and provide clear feedback. They use a range of approaches to support pupils with SEND, including scaffolds and sensory resources.

Skilled learning support assistants provide short catch-up sessions and extra help for speech and language needs. This additional support helps pupils with SEND to achieve well and access the curriculum fully.

Pupils are happy and settled in the early years.

The provision is well organised, calm and inviting. This is because they have strong relationships with staff and routines are well established. Cosy book areas and regular story times mean that children gain a love of reading from the start.

Personal development is at the heart of the school's provision. The school is keen to challenge stereotypes by promoting diversity across the curriculum. Pupils learn about inspiring role models, such as a Black female fighter pilot, and discuss tolerance and respect for others in their lessons and assemblies.

They are excited to talk about remembrance, especially Wilfred Owen, and how we need to consider lessons from the past to promote peace. Pupils learn to keep themselves safe online and the importance of safety and trust in relationships. This is promoted further in their roles around school, such as the safeguarding leads, who help younger pupils and support with friendship issues.

There is a calm, nurturing environment at the school and this means that pupils behave well. Pupils learn to resolve issues through listening and taking into account different points of view. Attendance is a high priority for the school and is monitored rigorously.

A few pupils have low attendance but the school works closely with families as well as external support agencies to ensure that pupils are safe and attending more often. Some pupils are late too often. The school supports families well to help pupils get to school on time.

This means that overall punctuality is improving.

The trust board has clear oversight of the performance of the school and provides highly effective support for school improvement. The local governing body provides valuable insight from a range of stakeholders, including parents and carers, staff and pupils.

Staff feel listened to and appreciate the way their workload is considered. Parents praise the school highly and feel well supported.

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 developed a consistent approach to the teaching of spelling, letter formation and handwriting. This means that some pupils do not gain the skills they need to write with confidence. The school should ensure that there is a consistent approach to the teaching of fundamental writing skills and ensure that all staff are trained to deliver this well.

• A small number of pupils are late to school too often. This means that they are missing time in lessons and developing gaps in their learning. The school should further develop strategies with families to improve punctuality and ensure that pupils get to school on time so they benefit fully from the curriculum.

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