Wrawby St Mary’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Since becoming an academy, the school has experienced a period of transformation. Leaders are resolute in their ambition to provide a high-quality education for all pupils, including those who are disadvantaged.

Many parents and carers, as well as older pupils, recognise the improvements that have been made in recent years.

The school's inclusive ethos supports pupils with special educational needs and/or disabilities (SEND) well. Pupils acknowledge that some of their peers find learning more challenging than others.

They show kindness and respect in their actions. Pupils are polite and courteous to their peers and adults. Older pupils are strong role models ...to those who are younger.

Most pupils behave well in class. They demonstrate the positive behaviours that are expected of them. Pupils are taught to recognise how their actions affect themselves and others.

The school teaches them strategies to take responsibility for, and manage, their behaviour effectively.

Pupils are proud to carry out leadership roles in school. Pupils apply for responsibilities such as librarians, health and safety advisers and lunchtime helpers.

They carry these out with maturity. Well-being ambassadors support pupils if they have any concerns. Pupils know that they can go to an adult if they are worried about something.

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

The school has prioritised developing the curriculum. Changes that have taken place are becoming increasingly embedded. Most pupils achieve well.

Disadvantaged pupils progress well from their starting points. The school regularly checks that the support provided to pupils with SEND meets their needs. Adults support pupils' learning well.

They know the small steps that are required to help pupils with their learning and development.

The school has carefully considered how the curriculum develops pupils' knowledge and skills over time. For example, in science, the skills required to conduct scientific experiments are clearly mapped out from Reception through to the end of key stage 2.

Pupils have regular opportunities to plan and carry out scientific experiments. This well-established practice supports pupils to confidently apply their learning in science within a variety of practical contexts.

Teachers demonstrate strong subject knowledge in their teaching.

They provide regular opportunities for pupils to revisit concepts. This helps pupils to remember what they have learned. The curriculum clearly identifies the vocabulary that pupils must learn.

Pupils use this vocabulary with confidence when explaining their thinking.

The school has overhauled the teaching of reading in the school in recent years. This has provided a sharp focus and clarity in the teaching of phonics.

Children begin to learn the sounds that letters represent from the beginning of Reception.They quickly build a secure knowledge of phonics. Pupils segment and blend words accurately.

This helps them to become increasingly confident and fluent in their reading. Pupils at risk of falling behind are swiftly supported through additional intervention. Pupils develop a love of reading from a young age.

Older pupils recognise how the school's improvements to reading have had a positive impact on their enjoyment of, and confidence in, reading. Visitors to the school, including authors, poets and members of the local community who read to pupils, support the school's aim to promote the benefits of reading.

Children in Reception enjoy exploring and learning in the classroom and outdoor space.

They play very well with their peers. Well-established routines enable children to settle quickly. They remain focused on activities for sustained periods.

Adults know the children well. They skilfully interact with children. This enables them to develop children's learning further.

The school has developed a bespoke curriculum to support the teaching of personal, social and health education (PSHE). Leaders have ensured that the PSHE curriculum meets the needs of pupils and the school's community. Pupils know what they can do to keep physically and mentally healthy.

Although at a relatively early stage, leaders have established a clear rationale to support pupils' personal development through purposeful projects that link to careers and the world of work. The school provides time for pupils to reflect on what they have learned and how it applies to their own lives. Pupils develop a firm understanding of right and wrong.

They know the importance of treating others with tolerance and respect. The school provides regular opportunities for pupils to contribute to, and learn about, the local community. Pupils benefit from opportunities such as participating in services at the village church and visiting the local windmill.

These enrich pupils' knowledge of culture and heritage.

Leaders, including those with responsibility for governance, recognise that the school is currently undergoing a period of transition due to the retirement of the executive headteacher at the end of the term. They have worked with trust leaders to support staff through this period of transition.

The school recognises the need to ensure that staff continue to be supported effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some leaders are relatively new to their roles.

Others are due to take on new responsibilities in the coming term. This means that some actions to further improve the school are at an earlier stage of development than others. The school should support leaders with new responsibilities, helping them to build on existing strong practice so that all pupils benefit from a high-quality education.

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