Willand School

Highlights from Latest Inspection

What is it like to attend this school?

Willand school is inclusive and welcoming. It provides a safe and happy environment for pupils. Pupils, including those in Reception Year, talk positively and confidently about the school and their learning.

Many pupils say that one of the best things about the school is the supportive and kind staff. Pupils know that if they have a worry there are adults that they can talk to.

There are high expectations for behaviour.

Most pupils know and understand the expectations. In the early years, children quickly learn the rules and routines. They develop increasing independence through their learning and play.

Pupils recognise how the school rules, 'be resp...ectful, be safe and be ready', help them to know how to behave.

There is a strong sense of community at the school. Parents and carers appreciate the dedication and care their children receive from school staff.

There are a range of leadership opportunities for pupils. These include librarians, sports leaders, school council and eco-council. These opportunities help pupils to learn about responsibility and to be active citizens in the school.

Pupils enjoy a range of trips and visits, such as the Year 6 residential trip. These experiences beyond the classroom help to extend and enrich pupils' learning.

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

The school is ambitious and committed to providing a high-quality education for all pupils.

The school has considered the essential knowledge it wants pupils to know and remember. In many subjects, such as mathematics and science, the curriculum provides opportunities to revisit prior learning. This helps pupils to build on what they already know and have learned.

Consequently, in these subjects, pupils' knowledge and understanding is secure.

Since the last inspection, there has been a strong focus on reading. Pupils enjoy reading.

Older pupils talk confidently about books that they have read and enjoyed. They recommend books and authors to their peers. There is a structured reading curriculum that starts in the early years.

Staff are well trained to teach the phonics curriculum. As a result, pupils are quick to apply the strategies they have learned to help them when reading. However, sometimes misconceptions are not addressed quickly and when this occurs, some pupils do not catch up swiftly enough.

Pupils read books that match the sounds that they know and have learned. This helps them to read with increasing fluency and confidence.

In a few subjects, the school is still reviewing the curriculum and how it assesses pupils' learning.

In these subjects, curriculum content is not yet precise. As a result, sometimes teaching does not check with precision what pupils know and remember. This means that pupils' misconceptions are not always addressed in a timely way.

The school has developed a new writing curriculum to support the quality of pupils' written work. This is not yet embedded. Consequently, expectations for the quality of written work and handwriting are inconsistent across year groups.

Nonetheless, key stage 2 pupils are enjoying the recent introduction of writing in pen.

There are robust processes in place to identify pupils with special educational needs and/or disabilities (SEND). Support plans for individual pupils are clear and identify the steps in learning that pupils need to take.

However, these are not always reflected well in provision in class. When this occurs, learning is not adapted sufficiently well and as a result, some pupils with SEND have gaps in their learning.

Pupils demonstrate positive attitudes to learning.

Interruptions to learning are rare. However, a small minority of pupils do not behave well. Staff provide appropriate guidance to pupils who need additional support to behave well.

The school's values of tolerance, equality, respect, resilience and trust thread through the school and help build pupils' moral and social development. The school has a strong focus on equality and anti-discrimination. Pupils understand differences and the importance of treating one another fairly.

Pupils learn about the difference between right and wrong.

The school offers a range of clubs. However, some pupils and parents would like there to be more clubs available.

Staff are very positive about the school. Teachers, including those in the early stages of their careers, value the support they receive from leaders. Staff appreciate the thought and consideration of their workloads and well-being.

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 checked that some areas of the curriculum are implemented as planned. As a result, in some subjects, the curriculum does not have the intended impact.

For example, assessment is not used effectively. This means that pupils' understanding is less secure. The school must strengthen subject leadership to better support staff, including in the use of assessment, so that pupils know more and remember more in the longer term.

• In some subjects, teaching does not make effective use of information about pupils with SEND. As a result, some pupils with SEND do not develop their knowledge well enough across all subjects. The school must ensure that the information about pupils with SEND is used consistently well to ensure that the curriculum meets the needs of all pupils.

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