Worsbrough Common Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this safe, caring and inclusive school.

They enjoy learning and strive to meet the school's high expectations of them. This is particularly apparent in the way that pupils behave. The school environment is calm and orderly.

Pupils show respect for each other and adults and behave very well. Instances of bullying are unusual. If bullying does happen, pupils know that adults will act swiftly to resolve it.

Pupils have very positive attitudes to learning. In the early years, children are incredibly enthusiastic. They are keen to show adults what they have been learning.

Some children showed an inspector how well they could rea...d, while others proudly showed their independent writing. Older pupils talk confidently about their learning in a range of subjects. For example, they have impressive knowledge of other faiths as a result of their learning in religious education lessons.

The school has worked hard in recent years to secure its place at the heart of the community. Parents and carers hold the school in high regard. They appreciate the strong pastoral support that is on offer to them, as well as the support to help their child to learn at home.

One pupil described the school as 'magical'.

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

Leaders take a strategic and thoughtful approach to school improvement. They have developed a curriculum that is ambitious for all pupils.

Staff support pupils with special educational needs and/or disabilities (SEND) to access the same curriculum as their peers where possible. Pupils who access the school's specialist provision receive tailored support from health professionals. They frequently learn alongside their peers in mainstream provision.

All subjects are coherently planned and sequenced. Teachers use the same lesson structure to teach all subjects. This contributes to pupils knowing and remembering more.

It also contributes to creating calm, purposeful classrooms that are free from disruption. Teachers use assessment well to plan sequences of lessons. There are regular opportunities for pupils to review previous learning.

Many pupils achieve well. However, some vulnerable pupils do not achieve as well as they should do in reading, writing and mathematics. This is particularly the case for vulnerable pupils in key stage 2.

Leaders consider carefully what children in the early years need to learn so that they are ready for the next stage of their education. Children learn subject-specific vocabulary associated with subjects such as history and science. This means that when they come to study those subjects in Year 1, they are well prepared.

Adults place great emphasis on developing children's oracy and language. This benefits all pupils, but particularly pupils with SEND and pupils who speak English as an additional language. Resources in the classroom support staff to extend and deepen children's vocabulary and knowledge.

For example, vocabulary pyramids near each activity help staff to structure their conversations with the children.

Reading is a high priority for the school. Pupils understand the importance of learning to read.

Many pupils soon become competent readers. They achieve particularly well in the phonics screening check at the end of Year 1. This is because all staff are trained in how to teach phonics and do so consistently well.

Teachers quickly identify those at risk of falling behind with reading. They provide pupils with the support they need to catch up. The school works to engage parents with reading.

For example, it offers '1-2-3 read with me' sessions to parents. These are well attended. Pupils appreciate the investment the school has made in the beautiful, well-stocked library.

The school is determined to equip pupils with skills that will serve them well in adulthood. There is a very well-planned programme of wider opportunities on offer to pupils. The 'WCPS promise' underpins this.

Opportunities for pupil leadership are many and varied. Pupils can choose to be a reading, handwriting or well-being ambassador, for example. The school trains pupils in how to fulfil these roles effectively.

As a result, they have a positive impact on the life of the school. For example, handwriting ambassadors use some of their breaktimes to support younger pupils who are struggling with letter formation. Educational visits are carefully chosen to broaden pupils' experiences and to enhance learning.

Pupils have sung at the Royal Albert Hall and have taken part in a local Shakespeare festival. The school uses external agencies effectively to help pupils learn how to lead safe, healthy lives. During the inspection, a group of junior wardens visited the fire station to learn about fire safety, and local police officers visited the school to talk with older pupils about the dangers of drugs.

Leaders, including those responsible for governance, are highly aspirational for the school. They work collaboratively to bring about improvements. The trust supports staff to develop through a range of continued professional development opportunities.

Staff speak positively about working at the school. There is a strong sense of collegiality and pride in the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some vulnerable pupils do not achieve as well as they should in reading, writing and mathematics, particularly in key stage 2. This means that they leave the school without the necessary skills and knowledge to be ready for the next stage of their education. The school should continue to focus on developments to improve the achievement of vulnerable pupils.

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