Wycliffe CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high ambitions for the pupils at Wycliffe C of E Primary School. They have made significant improvements to the school in recent years.

Pupils enjoy coming to school and they feel happy and safe.

Pupils are polite and considerate. They are respectful and tolerant of difference, quoting the motto, 'All different, all equal'.

Pupils behave well throughout school, although some pupils report occasional disruption to learning in lessons. Pupils play together harmoniously at playtimes, with older pupils supporting their younger peers. Pupils know the difference between bullying and unkindness.

They say that bullying is not a problem at school... and that adults would take action if it did occur.

Leaders plan many opportunities for pupils to learn beyond the school. Pupils talk with enthusiasm about residential visits and educational trips to support the curriculum.

Pupils appreciate the additional responsibilities they can take on, such as being buddies, school prefects and school councillors. There are a number of extra-curricular clubs on offer and leaders have plans to further extend this offer.

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

Leaders have planned an ambitious curriculum.

Pupils learn well in lessons that are taught by teachers with good subject knowledge. Teachers explain new learning well. In science, pupils have opportunities to learn important content, sometimes in the context of practical experiments.

Leaders have recently focused on the development of the mathematics curriculum. They have received external support for this. The mathematics curriculum requires some further refinement in order to have the intended impact.

This is true for some other subjects, such as design technology, where there is a lack of clarity about the detailed knowledge, small steps and vocabulary that pupils need to learn. There are effective systems in place to check what pupils have remembered in reading and mathematics. Leaders are further developing such approaches in other areas of the curriculum because questioning does not consistently check pupils' understanding.

In early years, the curriculum is carefully planned and prepares children well for key stage 1 and beyond. There is a strong focus on language and vocabulary. Adults have high expectations of the children.

These expectations are met. When learning early mathematical concepts, the children are focused and engaged. Leaders are committed to the personal and social development of the youngest children.

There are clear routines and children cooperate and enjoy positive relationships. Leaders have planned and provided an environment rich in language. The children learn independently and with the support of adults in a range of well-planned activities.

There is a strong focus on reading across the school. There are daily phonic sessions for those at the early stages of reading. These sessions are taught by teachers who have expertise in teaching reading.

Pupils read books that are closely matched to their phonics stage. If pupils struggle with reading, they are quickly identified and supported to keep up.

Pupils with special educational needs and/or disabilities (SEND) are supported well.

Leaders work closely with parents to develop plans to meet their needs. Leaders also work closely with a number of outside agencies in supporting pupils with SEND.

Pupils' social and emotional needs are well considered.

The school has a nurture room and this is used very effectively to support pupils' well-being. Pupils learn how to lead healthy lifestyles. They are inclusive and tolerant and are well prepared to be positive citizens.

Leaders are mindful of staff well-being and workload. They have reviewed and improved working practices with staff workload in mind. Leaders provide effective support for those early in their teaching career.

Governors and trustees share the ambition of school leaders. They know the school well and make regular visits to monitor the impact of policies and to fulfil their statutory roles in respect of safeguarding and SEND.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding. Staff know their responsibilities because they have been well trained. Where there are concerns about a pupil's welfare, they report these in a timely manner.

Leaders work closely with other agencies to ensure vulnerable pupils receive the support that they need.

Leaders ensure that pupils are aware of risks they may encounter, including when using technology. Pupils feel safe at school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders' curriculum thinking is not as well refined or sufficiently embedded as it is in others. This means that the curriculum is not having as much impact as it could. Leaders should work with staff to further enhance the curriculum, especially in some foundation subjects.

• Teachers do not check pupils' understanding well enough. This means that gaps in knowledge sometimes go unidentified. Leaders should ensure that teachers check pupils' understanding more effectively.