Willow Farm Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Willow Farm Primary is a united community.

Pupils know the school's 'PRIDE' values and recognise the importance of these. Pupils and staff share the ambition to be positive, responsible, inquisitive, determined and empathetic. As one governor observed, 'The school's values are lived, not just laminated.'



The school is calm and orderly. Pupils are well behaved. Older pupils set a positive example for younger ones to follow.

All pupils understand the school's rules and know why it is important to '…be safe, be ready and be respectful'.

Breaktimes are sociable occasions. Pupils get on well with each other.

They enjoy playing together.... Relationships between pupils and adults are positive. One pupil captured this well when she told an inspector, 'School is like one big family.

We just get each other.'

Pupils know what bullying is and the different forms that it can take. They know what to do should it occur.

They are confident that adults would deal with it. However, bullying is very rare.

Pupils are proud of the roles that they play in the school.

Pupils were eager to tell inspectors about their responsibilities as librarians. They enjoy keeping the 'library lodge' in order and helping other pupils to select books.

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

The school's curriculum is ambitious.

It is well sequenced across all subjects and the early years. It makes clear what pupils will learn in each subject, each term. It builds systematically on what pupils have learned before.

In most subjects, leaders have identified what they consider to be the most important parts that pupils should know and remember in the longer term. However, this work is yet to be completed in a small number of subjects. Leaders are in the process of addressing this.

Teachers plan interesting lessons. Pupils enjoy learning new things and they work hard. They remember what they have learned.

In a small number of lessons, teachers do not check closely enough on how well pupils are getting on. They do not identify where pupils are finding work too difficult. This means that some pupils do not get the help they need quickly enough.

A new programme for teaching phonics has been introduced. It is working well. The programme systematically sets out which sounds pupils will learn each term.

Teachers have been trained to deliver the new programme. As a result, phonics is taught consistently well. Pupils remember the sounds that they have learned.

The books that pupils read are closely matched to the sounds that they know. This helps pupils to read fluently. Pupils that begin to fall behind get help the same day.

Older pupils love reading. Leaders ensure that pupils study a wide range of texts, authors and genres. Some of these texts are challenging.

Teachers help pupils to make sense of what they have read. Pupils appreciate the variety of books that they have access to. They can choose books from the library lodge or from the collections in classrooms.

As one pupil said, 'The whole school is like one big library.'

Pupils' personal development is well catered for. Pupils learn about different religions, cultures and beliefs.

They are respectful of other people's views even if they differ from their own. Pupils make the most of the wide range of extra-curricular activities that are on offer. There are lots of opportunities for pupils to develop their talents and interests in sports and music.

Pupils with special educational needs and/or disabilities (SEND) get on well. The special educational needs coordinator (SENDCo) makes sure that pupils with SEND get the help they need to learn the school's curriculum.

Senior leaders have ensured that staff are united and committed to the school's vision.

Leaders check on how well the school's curriculum is being taught and remembered. However, these checks have not yet included the early years. As a result, senior leaders do not have a well-rounded understanding of how well children in the early years are getting on.

The school has benefited from well-tailored support from the trust. This has helped leaders to bring about improvements in the curriculum, reading and leadership at all levels.

Governors have a good understanding of their duties.

They are effective in their role. They carry out a wide range of checks to make sure that the school is working effectively and to ensure that it continues to improve. They are well supported by the trust.

Safeguarding

The arrangements for safeguarding are effective.

Relationships are positive. Adults know pupils well.

Adults are alert to any changes in behaviour and pass these on promptly to leaders. The school provides a wide range of support for families.

Leaders ensure that safeguarding is the highest priority.

Safeguarding is a regular part of meetings and staff bulletins. Training is up to date and frequent. Governors regularly check on the school's safeguarding procedures.

They do this well.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is well planned and sequenced. However, in some subjects plans do not make clear enough which are the most important parts that pupils should know and remember.

Leaders should ensure that curriculum plans make clear what the most important things are that pupils should know and remember, across all subjects. ? In a small number of lessons, teachers do not check closely enough on how well pupils are getting on. They do not identify where pupils are finding work too difficult.

This means that some pupils do not get the help they need quickly enough. Leaders should ensure that teachers consistently assess how pupils are getting on in lessons and adapt their teaching in light of this. ? Leaders check on how well parts of the school's curriculum are being taught and remembered.

However, these checks have not yet included the early years. As a result, senior leaders do not have a well-rounded understanding of how well children in the early years are getting on. Leaders should ensure that they check on how well children in the early years are learning the curriculum.

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