Winsley CoE VC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils know and live out the school values of 'kindness, wisdom and courage'. They are proud of their school and many pupils take an active role in contributing to the school and to the local community and church.

Pupils articulate the importance of equity. Pupils are respectful towards one another. At breaktimes, pupils play well together.

They make the most of a range of activities. When there are friendship issues, staff are quick to help pupils resolve them. Pupils have many ways to share what worries them.

They learn to look after their mental and physical health, for example walking a mile round the field (a 'womble'). As a result, pupils feel well look...ed after.

The school provides a wide range of ways for pupils to lead and contribute to school life.

Pupils relish their responsibilities. The pupil librarian encourages others to read and choose books. Pupils work with the artist in residence, or lead music and worship.

Children in early years see these roles modelled and volunteer for roles such as 'Head Gardener'. Pupils in each year group sit on the school council. They show the ways they contribute to shaping the school.

They feel listened to.

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

The school has planned a broad and ambitious curriculum. Some classes learn in mixed ages.

The school ensures that the curriculum covers the learning in a sequenced and coherent way. However, in parts of the wider curriculum, some pupils do not retain their learning well. In the early years, the school plans the knowledge children need to know before they move to key stage 1.

The school explicitly teaches vocabulary across the curriculum. As a result, pupils develop a deeper knowledge of language.

The published outcomes for key stage 2 have not been high, especially in mathematics and writing.

The school has implemented a writing framework across the whole school. Pupils build their writing skills progressively. In the early years, children build a knowledge of vocabulary based on their interests, such as the deep sea.

Pupils learn to develop their writing and write for effect. However, the raised expectations for writing are not yet seen across a few subjects in the wider curriculum. In mathematics, the school has revised the mathematics curriculum to help pupils progress more securely.

Pupils enjoy the 'active' mathematics, which helps them to remember and apply their knowledge.

The school prioritises its ambition for pupils to be keen and confident readers. Staff are precisely trained to teach pupils to read.

Pupils read books matched to the sounds they know. The school plans frequent opportunities for reading. Pupils who need help to keep up have the support to focus on what they need to learn next.

As pupils progress, the school develops pupils' fluency. Pupils know reading is important.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

Teachers train to develop their knowledge and expertise of supporting pupils with specific needs. The school carefully checks the next steps to make sure pupils are well matched to their need. In lessons, teachers provide adaptive support where appropriate.

The school has planned a well-sequenced personal, social, health education (PSHE) curriculum. Older pupils learn about relationships and puberty in an age-appropriate way. Pupils learn about safety, especially online.

The school has planned a rich programme for pupils' development. It threads its way through the school. The array of clubs match pupils' interests.

There is high participation. Pupils show their enthusiasm to learn a broad range of new skills. The school enhances the curriculum through carefully planned trips.

The school seeks to enrich pupils' experiences. For example, children in Reception attended the theatre in their first few weeks of school. Pupils learn an array of instruments.

Many pupils sing with the school choir. They embrace the lunchtime rehearsals and performances. Beyond this, pupils actively engage with the local community, for example visiting a local hospice to display their art, or litter picking in the local area.

In lessons, pupils focus on their learning. They understand the expectations for learning. A minority of pupils do not listen well when the teacher is talking.

In Reception, children share and listen to one another. They celebrate the achievements of others positively.

The local governing body works closely with the trust.

This means it focuses on the priorities of the school closely. Governors support and challenge the school effectively. Staff feel well supported.

The trust ensures there is a broad training and networking experience for staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The expectations for writing have been raised by the implementation of the writing curriculum.

However, this is not emulated in some parts of the wider curriculum. This means pupils do not deepen their writing skills through these subjects. The school and the trust need to ensure that pupils develop their writing coherently across the curriculum.

• In a few foundation subjects, the curriculum does not help some pupils to retain their learning well. As a result, they do not remember their work over time. The school and the trust need to make sure pupils revisit their learning in ways that help them to recall more of the knowledge set out in the curriculum.

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