We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Winnersh Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Winnersh Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Winnersh Primary School
on our interactive map.
Winnersh Primary School continues to be a good school.
What is it like to attend this school?
This is a welcoming, friendly school.
Pupils are very positive about their school experience. They feel safe and are happy. Parents and carers are overwhelmingly positive about their children's education.
Leaders have high expectations of pupils and encourage them to live out the 'core values' of the school: 'kindness, care and respect'.
Pupils behave well because they want to learn. Pupils say that they are kept safe and that bullying is rare.
They are confident that staff will sort out any problems or worries that they have. Adults help pupils who need extra su...pport with their work, emotions or behaviour, in a sensitive manner.
Pupils enjoy lessons because they are fun and accessible for all.
By the time pupils leave Year 6, their achievements in reading, writing and mathematics are above national averages. Disadvantaged pupils and those pupils with special educational needs and/or disabilities (SEND) achieve well.
Pupils enjoy the wide range of clubs and sports that are available to them.
Pupils relish the many additional responsibilities they are given. These include house captains, 'young interpreters', 'eco-leaders' and 'playground pals'. Memorable visits and visitors make a significant contribution to pupils' personal development.
What does the school do well and what does it need to do better?
Leaders have high aspirations for pupils. They ensure that all pupils access the full primary curriculum. Leaders understand the importance of reading, writing and mathematics for pupils' success in later life.
Teachers' subject knowledge is strong. Most learning tasks are planned carefully for pupils.
Pupils love to read.
Children make a positive start with their reading in Reception. Staff are trained appropriately to teach the school's chosen phonics programme. Pupils read books that match their phonics knowledge.
Pupils who need help beyond Year 1 are supported effectively. Pupils with SEND, and those who may fall behind, take part in extra reading sessions, for example, which help them to catch up. Pupils love to listen to the stories that their teachers read to them daily.
Mathematics is taught well throughout the school. The curriculum is well designed so that pupils develop their understanding, and a good range of mathematical skills, coherently. Pupils can calculate effectively, they know their times tables and do mental mathematics efficiently.
In the early years, children learn to count and do simple calculations such as adding 1 or 2 more. They play helpful games involving numbers and shapes. As pupils move through the school, they learn how to solve more complex calculations and problems using the skills they have previously learned.
Pupils enjoy learning in many subjects, including science. Teachers build well on pupils' previous science learning. Teachers' subject knowledge is secure.
Pupils remember important vocabulary and scientific concepts as they move through school. For example, pupils in Year 1 pupils have learned which materials are waterproof, and use them to help their boats to float. In Year 5 pupils develop a more complex understanding still of materials' properties.
For example, they can explain which materials keep a cup of tea warmer for longer.
The curriculum has been carefully planned out in some subjects such as science and art. However, teachers have only recently started to implement lessons using the new plans.
Leaders are aware that the learning in some of the other subjects is less well developed. Plans in these subjects are not yet sequenced carefully enough to enable pupils reliably to know more and remember more. However, it is clear that leaders' work in this area is well underway.
Pupils with SEND receive effective support. This enables them to access the same curriculum and opportunities as other pupils. Teachers and teaching assistants know how much support to give pupils.
They help pupils who have SEND to become confident learners.
Pupils' behaviour is excellent. Pupils are eager to learn.
They have positive attitudes to all areas of school life. As a result, lessons progress without disruption.
Pupils get lots of opportunities to develop their independence and confidence.
These include involvement in school plays and assemblies, raising money for charity and taking on additional responsibilities. Exciting experiences like the curriculum 'big bang' days promote pupils' interests in sport, art, music and the world they live in.
Leaders think carefully about staff well-being and workload.
Staff say that leaders support them well in their work and listen to their views.
The governing body knows the school well. Governors are aware of the school's strengths and what needs further development, particularly in subjects beyond English and mathematics.
Safeguarding
The arrangements for safeguarding are effective.
Safeguarding is a high priority in the school. All staff are aware of what they need to do if they have any concerns.
Staff get up-to-date information and good-quality training. They talk knowledgeably about child protection and the actions they take to keep pupils safe.
Thorough checks are carried out before new staff take up a position at the school.
Records are well maintained and detailed. This minimises the risks to pupils and staff.
Pupils' attendance overall is above national averages.
Pupils are confident that staff look after them well. Almost all parents agree that their children are safe and well looked after.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Planning and programmes of work in some foundation subjects lack detail.
The most important knowledge and content that pupils need to know and remember is not made as clear as it needs to be. Leaders should ensure that curriculum plans are fully developed and implemented effectively, so that pupils make coherent progress in all subjects.
Background
When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.
This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection.
Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged Winnersh Primary School to be good on 24–25 May 2016.
