Wimbledon Chase Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This school is successful at bringing its community together. Parents and carers have high levels of confidence in the staff, because of how well teachers know each pupil. The pupils here are very happy members of the school.

They feel safe and know that staff care about them and are always ready to help. The school's leaders set a high bar for achievement. They want pupils to be passionate readers and to have a strong body of knowledge by the time they leave school.

Many pupils go on to achieve exceptional outcomes in national tests.

Starting from the early years, clear routines are taught so that pupils know how to behave. Throughout the school, pupils' beh...aviour is exceptional.

They are polite and respectful and lessons are rarely disrupted. Incidents of bullying are very rare, and never tolerated. Pupils know the behaviour expectations well because they are involved in creating them.

The opportunities for wider development are remarkable. Pupils, including those in the specially resourced provision for pupils with speech, language and communication needs, take on significant leadership roles. These build on the school's 'Cornerstone Rules' that all pupils know and live, such as being kind, positive, respectful and inclusive.

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

The school has successfully established an effective reading programme. Pupils start learning to read from the early years, where they learn the sounds they will later need for words. Expert teachers who are well trained ensure that those falling behind are able to catch up and become fluent.

In Nursery, adults model language and help pupils learn to use new words with confidence. By the time pupils are in Year 6 they are passionate readers and enjoy discussing their favourite authors and books.

In most subjects, pupils are taught from an ambitious curriculum.

The school has recently reviewed this curriculum to strengthen what is taught. In a few subjects, work is still under way to ensure that content matches the national curriculum expectations accurately. As a result, some pupils have gaps in what they know in these subjects.

In lessons, teachers give swift and helpful feedback when pupils have a misunderstanding. For example, in mathematics pupils get extra help on the same day that they reveal gaps in their learning. Pupils enjoy their learning and like to learn new concepts.

The work they produce is of a high quality, including in subjects such as computing, where they create websites or digital games.

The school has well-trained staff who are effective in meeting the needs of pupils with special educational needs and/or disabilities. The school identifies any emerging needs accurately.

Pupils in the specially resourced provision benefit from a broad curriculum and achieve well. A network of external professionals, including therapists, work with the school to meet pupils' needs. In lessons across the school, teachers know how to adapt teaching to ensure that all pupils can access subject content fully.

This is also seen in the early years, where adults get to know pupils exceptionally well. This means they can build up pupils' language quickly and as a result pupils communicate with confidence. For example, children in the nursery know how to talk with friends, and share and take turns with limited supervision.

The school uses its high levels of parental engagement to ensure that pupils attend school regularly. Leaders know families well and are able to remove any barriers to coming to school. While learning, pupils show mature attitudes and want to challenge themselves.

They are proud to attend a 'Rights Respecting School' and appreciate those different from themselves.

Leaders have given careful thought about the way they develop pupils' character. Pupils take part in a full range of clubs and activities, which broadens their interests, such as orchestra, ballet, ukulele and learning to craft with yarn.

The curriculum, assemblies and leadership opportunities build on the school's values. As a result, pupils value equality and care for others. For example, older pupils give their time to run activities for those younger than themselves.

Teachers want pupils to have an impact, and pupil ambassadors set up their own clubs and events for other pupils to join. The curriculum includes a focus on celebrating diversity and developing positive mental health. As a result, pupils feel able to talk about any issues they are facing and know that their teachers care about their well-being.

The governing body provides strong support to leaders and the school community. Its members drive a vision and culture of high expectations. Sometimes, however, they do not have the information and analysis needed to challenge leaders effectively about the quality of education at the school.

There is a clear focus on staff well-being and a culture of looking after staff in the school. This is appreciated by those working here, who know that leaders are approachable and listen to any concerns.

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 small number of foundation subjects, the curriculum is not securely and accurately matched to the national curriculum. In these few cases, pupils do not consistently learn and remember what is expected. The school should continue the work it has started to address this and strengthen its oversight to ensure that pupils are achieving curriculum aims at least as ambitious as the national curriculum across all subjects.

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