Winsham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning at this happy and inclusive school.

They respect each other's differences and learn to be empathetic. Pupils are particularly enthusiastic about their outdoor learning. For example, they took inspiration from nature in an art project to wattle and daub walls when they learned about prehistory.

The school has high expectations of pupils' achievement. Pupils follow a broad curriculum and, in most subjects, are prepared well for future learning. Pupils, of all ages, behave well and learn eagerly together.

Parents speak highly of the education and care that their children receive.

The school is determined that pupils should feel the...y have 'choice and voice'. Pupils played an important part in redefining the school's vision and, for example, choosing the trees for its 'houses'.

Pupils have opportunities to vote such as for the school council and the books they read. They learn how to make decisions and be active members of the school community.

Pupils develop their talents and interests through the school's extra-curricular programme.

The school plans opportunities carefully to ensure there are no barriers to pupils participating. For example, pupils sing together, enjoy clubs such as 'creative thinkers' and share their artwork at local events, such as the horticultural show.

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

The school has an ambitious curriculum, which gives pupils the knowledge and skills they need for future success.

In most subjects, the curriculum is well planned and sequenced. For example, pupils apply their knowledge of number from the early years well when learning mathematics later.

Where the school has planned the curriculum well, pupils learn subject content in depth.

However, in some subjects, the school has not identified precisely what pupils should learn and by when. Consequently, pupils do not gain detailed knowledge and skills in all subjects.

Teachers have good subject knowledge and benefit from well-planned professional development.

They present information clearly and support pupils to discuss ideas in a considered way. Teachers use assessment effectively to check pupils' understanding. They make timely adaptations to correct pupils' misconceptions and remedy gaps when required.

Pupils become fluent and confident readers. In the early years, teaching uses rhymes and stories to develop children's language and their enjoyment of books. Pupils start learning to read as soon as they join the Reception Year.

They initially read books that closely match the sounds they learn. Once they can read accurately, they move on to texts that develop their reading fluency. Pupils go on to enjoy reading independently.

The reading curriculum ensures that they read a variety of text types, such as non-fiction and poetry.

Staff cater well for pupils' needs, including those of the very youngest children in the pre-school. The school makes suitable adaptations for pupils with special educational needs and/or disabilities so they follow the curriculum successfully.

The school identifies their needs accurately and reviews the impact of its support with parents.

The school has high expectations of pupils' conduct. Staff apply these expectations consistently and pupils live up to them.

As a result, classrooms are calm, positive places of learning. In the early years, children learn routines, such as how to care for themselves. This prepares them well for school.

Pupils, of all ages, learn how to respond positively to one another, even when they disagree.

The school places a strong emphasis on supporting pupils' mental well-being. For instance, it teaches pupils how they can use their breathing or their environment to manage how they are feeling.

From the early years onwards, the curriculum builds children's confidence to talk about their emotions. This prepares pupils well to look after themselves and others.

Pupils develop an age-appropriate understanding of healthy relationships.

They learn how to keep themselves safe, both off and online. Pupils learn about different faiths and religions and the importance of tolerance and mutual respect.

Pupils learn to reflect on the consequences of their actions on themselves and others.

They develop a sense of civic duty towards their local community and their 'global neighbours'. For example, they raise money for local and international charities.

Trustees have a clear vision and ensure that resources are well managed.

Leaders have brought stability and ambition to the school. They ensure coherence and consistency in the school's expectations and in the quality of education that pupils receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subject curriculums, the school has not identified and sequenced the key knowledge and skills that pupils need to learn. Consequently, pupils do not gain sufficient depth in their knowledge of all subjects. The school and trust should ensure that all subject curriculums are planned and sequenced in a way that supports pupils to develop detailed knowledge and skills over time.