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Willington Primary School has a strong sense of community. There is a clear vision to ensure that it is a place 'Where Pupils Succeed'. This is a mantra for pupils and staff alike.
The school's values of 'REACH: respect, empathy, aspiration, collaboration, honesty', guide pupils successfully in their actions. They help them explore who they are and how they should treat others.
This is an inclusive school.
It is resolutely focused on doing the best for all its pupils. Pupils with special educational needs and/or disabilities (SEND) do particularly well. Pupils are respectful of the characteristics that make people similar and different.
Pupils are ha...ppy attending this school. They rise to the high expectations the school has for behaviour. Lunchtime is a joyous occasion because pupils have access to a lot of activities.
The school makes sure pupils look after themselves. They learn how to climb trees safely and make dens.
There are many opportunities for pupils to make a positive difference to others and the school.
School councillors bid for funding to make a science pond. Librarians organise the library and order exciting new books. Playground pals make sure everyone has fun at playtime.
What does the school do well and what does it need to do better?
Learning to read is a priority at this school. Staff expertly support pupils to learn phonics. The school makes sure books carefully match the stage pupils are at.
Pupils read confidently and fluently. The reading curriculum is delivered in a way that supports pupils to develop a deep understanding of an author's intentions. The school chooses books to enhance pupils' learning across the curriculum.
The library is a calm yet stimulating place. Pupils enjoy story time at the end of each day. The school has introduced a new approach to the teaching of writing where pupils write more frequently and at greater length.
The quality of writing in pupils' workbooks is of a good standard and has led to improvements in outcomes.
Throughout the school there is an ambitious curriculum in place. In most subjects the school sets out clearly how it wishes the curriculum to be taught.
Knowledgeable staff link learning within and across subjects. For example, in mathematics and art, new knowledge is broken down into manageable steps, lesson by lesson. Pupils understand chronology and causal events in history.
They reason and recognise that sometimes history can be representative of someone's opinion and not necessarily fact. However, in a few subjects, the curriculum does not make clear the most important content pupils need to know and remember. Therefore, in such subjects pupils do not build a strong knowledge base over time.
Where curriculums are well established subject-specific vocabulary is promoted well by staff, which enriches pupils' knowledge. Pupils use this to explain their learning. In a small number of subjects, the school has not yet checked how well the curriculum is being implemented.
As a result, clear guidance is not yet provided on how to improve the teaching of the curriculum in these subjects.
Learning in the early years is made fun for children. As soon as a child obtains a place at school, they receive a 'happy hedgehog'.
This helps the school and families share information before they start at the provision. Children settle in quickly. Relationships between staff and children are strong and warm.
Carefully considered activities help children learn in exciting ways. Children concentrate for long periods of time. Excitedly, they tell adults what they have learned.
Children work well together sharing spaces, toys and activities. The school teaches children how to look after themselves, to eat healthily and to be safe. Children understand the importance of rules and want to do the right thing.
There is a respectful and positive culture in and around the school. Pupils say behaviour is good. 'Ask it baskets' encourage pupils to share worries and concerns.
Pupils know the school will take these seriously. 'Carrot' tokens reward those pupils who demonstrate courteous and respectful behaviours. Pupils receive these with pride.
Pupils enjoy coming to school. The school makes sure that they understand the importance of attending regularly.
The school supports pupils with SEND well.
It ensures that their needs are identified, understood and catered for. Bespoke adaptations ensure that these pupils make gains in their learning. It is an inclusive school where all feel welcome.
The school ensures that pupils benefit from rich and varied experiences. There are a wide range of clubs to take part in. Pupils play instruments such as the oboe and flute alongside an orchestra.
Pupils understand the significance of British values. They articulate in a mature manner what would happen if democracy and the rule of law did not exist.
Leaders have established a renewed ambition for the school to be the best it can be.
The school has ensured that any necessary changes have been introduced with precision and determination. There is a sense of unity and purpose. This extends to parents and their children.
Parents talk about the 'close village feel' of this school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, the curriculum does not make clear the most important content pupils need to know and remember.
Therefore, pupils do not build a strong knowledge base over time. Leaders should ensure that key knowledge in these subjects is set out in more detail so it is clear what pupils should know and by when. ? The school is still developing some aspects of its leadership.
In a small number of subjects, the school has not yet checked how well the curriculum is being implemented. As a result, clear guidance is not yet provided on how to improve the teaching of the curriculum in these subjects. The school should ensure that all leaders have the skills and expertise they need so that they can lead their subjects and support teachers effectively.
