Wordsworth Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Wordsworth pupils are happy at school.

They enjoy their many opportunities to hold positions of responsibility. The Year 6 house captains are proud of having been elected through a democratic voting system. Members of the school council and eco-council know why their work is important.

They take their responsibilities seriously when representing the views of their classmates.

Pupils feel safe and well looked after through the relationships they build with their trusted adults. They recognise that sometimes bullying occurs and know how to seek help.

Leaders deal appropriately with these infrequent incidents. They are determined to improve outcomes. Mo...st pupils are attentive in their lessons and achieve well across the curriculum.

However, there are times when learning is disrupted because some pupils do not behave well. This occurs because pupils do not fully understand the school rules and staff do not consistently implement them.

Music provision is strong across the school.

There are many opportunities for pupils to learn how to play musical instruments. Participation in the school orchestra allows pupils to demonstrate their growing musical skills. Pupils enjoy being able to join one of the three school choirs.

They share their passion for singing through concerts and at community events.

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

Leaders have taken effective action to strengthen the curriculum to tackle below-average key stage 2 outcomes in 2022. In all subjects, teachers are clear about what to teach and when.

As a result, pupils achieve well. This is particularly evident in the teaching of reading, which sits at the heart of the whole curriculum. From the moment children start their Reception Year they learn how to read using a phonics-based approach.

Across the school, staff are well trained to teach reading. This means that pupils read with increasing fluency. When needed, older pupils receive extra reading sessions and therefore they catch up quickly.

Pupils benefit from their regular story times. They greet familiar and new books with excitement, and listen carefully. Teachers use skilful questioning to help pupils analyse a wide range of diverse texts.

Recent author visits have inspired pupils with their reading and writing. Many older pupils now aspire to be authors themselves.

Children get off to a strong start in early years.

This is because staff know the children extremely well. They support them with their learning, alongside their social and emotional development. This means that children are happy and engrossed in their activities.

They learn to share, take turns and interact well with each other. Children know their routines. They particularly enjoy their 'discovery time' where they are supported to develop their skills of independence and resilience.

Across the curriculum, teachers have strong subject knowledge. In many subjects they are supported by expert leaders. This results in a consistent teaching approach.

For example, in mathematics and music, teachers show pupils what success looks like through demonstration of methods and techniques. In all subjects, teachers routinely recap and check pupils' prior learning. This helps pupils to make sense of what came before and recognise how it links with their current learning.

Teachers adapt the curriculum if pupils have gaps in their knowledge. In a few subjects, this adaptation is needed more frequently as pupils do not recall their prior learning well. Leaders are aware that this is a result of more recent curriculum work in these subjects.

Leaders ensure that teachers know how to identify and help pupils with special educational needs and/or disabilities. This means that all pupils access the full curriculum with appropriate support. Pupils are accepting in their outlook on diversity and difference.

They enjoy weekly assemblies which focus on teaching them about a particular language or culture. Pupils show compassion and understanding towards their classmates who speak English as an additional language.

Staff do not always receive clear direction and support from school leaders.

There is a lack of clarity about how behaviour should be managed, both within lessons and at breaktimes. This means that staff and pupils are not clear about the school rules and how they should be implemented. This inconsistent approach results in some pupils not engaging fully with their learning.

In addition, when pupils raise concerns about behaviour over lunchtimes these are not always effectively addressed.

Governors and trustees have clear ambition for pupils at the school. Their actions to secure improvement are rooted in the shared belief that Wordsworth Primary is 'all about the child'.

They are highly reflective and determined to work alongside school leaders to further strengthen improvement work. They recognise the urgency needed to review and communicate the school's behaviour systems.

Safeguarding

The arrangements for safeguarding are effective.

School leaders and the governing body are thorough in all aspects of their safeguarding work. Staff are well trained and know how to identify and report any concerns. Leaders have keen oversight of this reporting system and check for themes and recurring concerns.

They appropriately refer to external agencies and then show tenacity in securing the right support for children and families. Pupils know if they have any worries they can tell a trusted adult or use their class worry boxes and jars. They understand the risks involved with using the internet and the measures they can take to keep safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that their systems for managing behaviour are well understood by staff, pupils and parents. This means that pupils' behaviour sometimes falls short of their expectations. Leaders must ensure that all staff follow a consistent approach so that pupils behave well in their lessons and during unstructured times.