Wisewood Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have high expectations of all pupils.

Parents and carers are overwhelmingly positive about the school. They appreciate the good personal and academic skills their children are developing from early years onward.

Pupils enjoy school.

They behave well in class and work hard because they want to learn. Staff are quick to recognise and praise pupils' good work and behaviour. Pupils enjoy collecting stickers and 'marbles in a jar' that contribute to prizes, games and extra opportunities for wider enrichment activities.

Pupils are polite and well mannered. They play well together at break- and lunchtime. Pupils told inspectors that staff ...help them to resolve any differences if there is any 'falling out'.

Pupils make positive contributions to school life. For example, school councillors help with charity work and suggest improvements to the school's environment.

Pupils are safe in school.

Staff care deeply about the well-being of pupils. Bullying is rare and is not tolerated. Pupils trust staff implicitly.

They know that staff will listen to them and act on any of their worries or concerns.

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

Leaders have made sure that the curriculum is well planned in most subjects. They have ensured that teachers teach the right things in the right order.

As a result, pupils achieve well and remember much of what they have been taught.

Reading is at the heart of the school's curriculum. It is taught well.

Pupils enjoy reading because staff are highly skilled in planning interesting phonics lessons. Pupils have access to online books provided by the school to read at home. There is extra support for those who might be falling behind.

Reading is prioritised in all subjects. For example, pupils enjoy reading Greek myths, 'Vlad and the Great Fire of London' and 'The diary of Anne Frank' to support what they are being taught in history.

Teachers have good knowledge of the subjects they teach.

Teachers help pupils to connect their learning with what they already know. In some foundation subjects, such as history, music and French, teachers do not consistently check pupils' understanding of what they have been taught. Sometimes, teachers are unsure about gaps in pupils' learning.

Pupils do not consistently remember what they have been taught.

The curriculum in music and French is less well developed than in other subjects. This is partly due to the impact of COVID-19.

Leaders have not set out the knowledge that pupils should learn in sufficient detail for teaching staff. Leaders have plans in place to improve the curriculum in these subjects.

This is a highly inclusive school.

Staff have high aspirations for pupils with special educational needs and/or disabilities (SEND). The needs of pupils with SEND are quickly identified. Teachers adapt resources so that pupils can follow the same curriculum as their peers.

The special educational needs coordinator works effectively with parents and external agencies to meet the needs of pupils with SEND.

The personal development programme is well planned and integrated with other subjects. Pupils are tolerant and respectful and have a good understanding of diversity.

Pupils debate issues in society and form their own opinions while respecting the views of others.

The school is a calm and purposeful place to be. Pupils know what is expected of them and follow clear routines that help them behave well and learn well.

Most pupils attend regularly. However, a small number of disadvantaged pupils do not attend well. Leaders are working on this and there are signs of improvement.

The early years curriculum is well thought out. Children's experiences in mathematics provide a good foundation for learning in key stage 1. Speaking and listening skills and the development of children's vocabulary underpin the curriculum in early years.

Children concentrate well and are keen to answer questions. Staff have created an environment that facilitates effective learning and takes account of the needs of all children. There is strong communication between home and school.

Staff enjoy working at the school. They are positive about the high-quality training that they receive. Subject leaders are skilful at sharing their expertise with staff.

Leaders are considerate of staff's workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding.

Staff are vigilant and knowledgeable about how to keep children safe. Staff ensure that any concerns they have, no matter how small, are shared with leaders. When there are concerns about pupils, leaders act quickly and effectively to safeguard pupils.

Leaders work with parents and external agencies to make sure that pupils are safe, including those who do not attend well. Thorough checks are made on the suitability of adults to work with pupils. Leaders and the trust check the effectiveness of the school's safeguarding procedures regularly.

Pupils are well aware of risks they might face when online and how to manage these risks. They learn about healthy relationships and respecting the personal space of others, right from early years.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not well planned in music and French.

In these subjects, pupils do not remember crucial knowledge to help them with new learning. Leaders should make sure that the curriculum in these subjects is planned effectively and taught well. Leaders should ensure that the curriculum in these subjects includes opportunities for pupils to practise and recall important knowledge.

• The leaders of some foundation subjects, such as history, music and French, do not make sure that teachers use assessment consistently well to check that pupils understand what they have been taught. Some pupils do not remember their learning as well as they should. Senior leaders should make sure that teachers check pupils' understanding so that they can take steps to address any gaps in pupils' knowledge.