Witnesham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at Witnesham Primary School. Pupils expect to be happy and safe, and to learn a lot.

Kindness is important and evident throughout the school. Pupils enjoy positive relationships with adults. They feel happy and are safe at school.

Pupils get along well together. They know what teachers expect of them and about how they should behave and act. Pupils are clear about the behavioural systems both in and out of classrooms.

They all look out for one another. Pupils who act as young leaders ensure everyone has a friend and a game to share during playtimes.

Pupils say that bullying rarely happens at their school.

Pupils learn to talk... about how they are feeling to the staff that are on hand to help them. As one pupil said, 'It is easy to speak to any adult, they will always help you.'

Pupils wear their 'learning muscles' badges with pride.

They represent how pupils learn about important values. 'Persevering Penguin' and 'Responsible Rhino' are examples of the values pupils demonstrate in their work and play.

Parents are overwhelmingly positive about the school.

Many commented about the sense of a community and the way in which staff help children settle into school life.

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

Leaders have high expectations for pupils' achievement. They have created an ambitious curriculum.

Subject programmes identify the key things pupils need to know and remember from Reception through to Year 6. Leaders review and revise their curriculums each year owing to the mixed class arrangements. This ensures that pupils do not repeat similar topics.

Pupils build their knowledge over time so that they can successfully tackle more-complex ideas. For example, in science, pupils were able to explain how they would investigate air resistance because they understood about fair testing and variables.

Staff make sure that pupils understand what they are learning.

Through the lessons, teachers ask questions and provide pupils with quizzes. Teachers use this information to change their plans to address and misconceptions. Leaders check the impact of their curriculum plans regularly.

Pupils receive extra help if they are falling behind.

In a small number of subjects, teachers do not have a secure grasp of the planned content of the curriculum. This means their explanations are not as clear as they might be.

This makes it hard for pupils to remember what they have learned previously. For example, in history, pupils are not always able to recall what they have learned about different periods, and consider the links between them. This slows the progress pupils make in these subjects.

Pupils with special educational needs and/or disabilities (SEND) learn the curriculum well. This is because leaders quickly identify their needs. The support pupils receive is well tailored, helping pupils to learn confidently.

Leaders have made changes to the ways pupils learn to read. They have introduced a new approach to teaching phonics. Adults are well trained.

Pupils learn phonics systematically from the time they start in the early years. Any pupil that needs additional help is quickly spotted and supported to catch up quickly. Most pupils have books that help them to become accurate and confident readers.

However, for a few pupils, the new books are not well matched to stages of pupils' learning. Some then find reading difficult, which slows their reading fluency.

Pupils have positive attitudes to their learning.

They are keen to learn and attentive in class. Disruptions are rare, allowing pupils to get on with their work.

Pupils undertake different roles in school.

These help pupils to take on additional responsibility and consider their roles as citizens by being school or eco councillors. Pupils learn about healthy relationships and what it means to be a good citizen. Pupils learn about different faiths.

However, pupils have fewer opportunities to develop their talents and interests through the enrichment opportunities. This holds back some aspects of their personal development.

Governors know the school well.

They question leaders' actions, to ensure that they are making the right decisions for pupils. Staff appreciate the support they receive from leaders to help them carry out their roles. All staff are proud to work at the school.

Staff morale is high.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a robust culture to ensure pupils are kept safe.

Regular training and frequent updates refresh staff's understanding of safeguarding concerns. Staff will pass on any concerns, no matter how small. Leaders act promptly and follow up any issues regarding safeguarding.

Leaders are tenacious in getting help for vulnerable pupils and families from external partners and agencies.

Pupils and parents receive regular information about being safe online. Pupils know how to stay safe and what to do if they have any worries.

Leaders carry out robust checks for all those who work at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' approach to teaching phonics is new. Overall, it is working well.

However, a few pupils do not read from books that are well matched to the phonics they know. This means that these pupils are not developing the required fluency and accuracy in learning to read quickly. Leaders should ensure that they evaluate whether all pupils have books to help them read well.

• Some staff do not possess the subject and pedagogical knowledge needed to deliver all areas of the curriculum effectively. This means that pupils do not make links and remember their learning over time. Leaders should ensure that all staff receive the training they need to teach the curriculum effectively.

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