Worthinghead Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Staff go out of their way to ensure children are happy and cared for. Parents and carers speak highly of the school. One spoke for many when they said that Worthinghead Primary School is like, 'one big family'.

In lessons, pupils listen well. They are respectful to adults and each other. Bullying is rare.

Any bullying incidents are dealt with quickly. When it happens, it is most likely to be online. Leaders know this and have ensured pupils learn how to keep themselves safe when using the internet.

On the playground, pupils enjoy a wealth of opportunities to play games or use the trim trail. They value these opportunities.

Leaders prioritise the pers...onal development of pupils.

Pupils can become digital leaders, ambassadors and members of the school council. Pupils care for the school's animals, including chickens, guinea pigs and a class rabbit. This helps pupils to build important skills, such as responsibility.

Pupils say that working with the animals helps them to feel calm when they have a worry.

Leaders are ambitious for all pupils. Pupils who need extra support follow the same curriculum as their year group, but receive the precise support that they need to achieve well.

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

When planning the curriculum, leaders have thought carefully about what they want pupils to know. They have also considered the order in which important knowledge should be taught. This carefully planned curriculum means pupils can draw on prior learning to make sense of new ideas.

For example, in computing, pupils in Year 6 are able to use their knowledge of coding to write new programmes. Teachers choose suitable activities for pupils to make complex information clear. Pupils are attentive in lessons and work hard.

This helps them to achieve well.

Teachers check what pupils know and remember regularly. Staff use this to adjust their teaching and address any gaps in important knowledge.

Subject leaders provide support to teachers. This includes guidance on the most effective ways to deliver the curriculum. However, restrictions put in place during the COVID-19 pandemic have meant that leaders have not monitored subjects as regularly as they usually would.

As a result, some inconsistencies in the way that the curriculum is taught have not been identified and addressed.

Pupils talk enthusiastically about their favourite books and authors. Leaders have recently introduced a new phonics scheme.

Staff ensure that pupils are given the right books, which help them to practise reading sounds they have been taught. Pupils who fall behind benefit from high-quality catch-up sessions. Leaders have ensured all staff have accessed training for the new phonics scheme of work.

Staff are following the new scheme diligently. However, a few staff are not fully confident about some aspects of the phonics curriculum. This limits their effectiveness in supporting pupils to make rapid progress in reading.

Children within the early years foundation stage have access to their own indoor and outdoor classroom areas. In both spaces, staff provide a variety of interesting and purposeful activities. These ensure that children learn important knowledge from across the curriculum.

Children question, share and talk with each other and adults when completing activities. Children develop an understanding of important vocabulary. They become independent learners.

Pupils with special educational needs and/or disabilities (SEND) are supported well. Most pupils with SEND follow the same curriculum as their year group and have access to the precise help that they need to achieve well. Some pupils with complex needs access a well-planned alternative curriculum.

This supports them to develop important knowledge and skills relevant to their individual needs.

Leaders ensure that pupils learn about diversity. Pupils know about different faiths and religions.

They benefit from trips and visits to different places of worship. Pupils learn about democracy through virtual visits to Parliament, visits from local politicians and through electing a school council. Pupils have the opportunity to debate and discuss.

They have a say in the running of their school. Recently, pupils worked together to design a new play area. They have plans for a beehive in the school's woodland area.

Governors know the school well. They understand and fulfil their role in supporting and challenging school leaders. They undertake regular self-reviews and appropriate training to keep their knowledge and skills up to date.

Governors work effectively with partners from the local authority to improve the school.

Leaders take account of staff well-being and workload when making decisions. Staff feel well supported.

Both parents and staff are clear that leaders are approachable and listen well to any concerns they raise.

Safeguarding

The arrangements for safeguarding are effective.

Staff and governors understand their responsibilities in ensuring children are safe.

They know how to identify and support children who may be at risk of harm. Leaders are aware of local safeguarding risks and have taken steps to support pupils to mitigate these risks. Leaders know that online safety is a priority.

They have embedded opportunities for pupils to learn about how to identify risks, stay safe when using devices and ensure they know what to do if they encounter a problem.

The designated safeguarding lead keeps detailed records and ensures that timely action is taken to protect vulnerable pupils. Leaders work closely with external agencies and parents to make sure pupils get the support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few staff are not fully confident in some aspects of the newly introduced phonics scheme. This occasionally limits their ability to support pupils to make rapid progress with their reading. Leaders should ensure that staff receive further support so that they are well placed to help pupils to make the best possible progress in reading.

• Subject leaders have not monitored the quality of the implementation of the curriculum rigorously due to restrictions in school during periods of the COVID-19 pandemic. As a result, some variations in the quality of teaching have not been quickly identified and addressed. Leaders should ensure monitoring is re-established, so that they are able to identify the precise support that is required to ensure consistently strong implementation of the curriculum.