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Wynndale Primary School provides a good and improving quality of education. Pupils make an outstanding contribution to the life and ethos of the school.
Because they are willing to take responsibility, behave well and show respect to their peers, adults and visitors, they do much to make this such an inclusive and friendly community. In this welcoming and supportive learning environment pupils feel safe and valued because staff know them really well and provide outstanding levels of care. Pupils' enjoyment of school life is reflected in their above average rates of attendance.
A further strength is the excellent promotion of healthy lifestyles. Pupils participate in regular physical exercise ...and demonstrate their understanding of the importance of diet to health in their sensible eating choices. They take full advantage of the additional activities, sports and clubs provided, many of which arise from the school's excellent partnerships with outside providers.
Virtually all parents and carers who responded to the inspection questionnaire expressed a high level of satisfaction with the school and their children's experience. One, capturing the views of many, said, 'I have found this an excellent school for my child and staff are always approachable when needed.' A highly effective Early Years Foundation Stage enables children to make a good start to school.
Because induction arrangements are carefully planned and sensitive to children's individual needs, they settle quickly and begin to make good progress immediately. This good progress is maintained as pupils move through the school and standards at the end of Year 6 are above average. Although attainment in English is above average, it is not as high as attainment in mathematics, where staff have been particularly successful in improving pupils' problem solving skills.
This is largely because of weaknesses in boys' writing. To tackle this issue, the curriculum has been developed to include topics that are proving more engaging to boys. This is having a positive effect on boys' writing, and while the full impact has yet to be seen at the end of Year 6, the gap in performance is narrowing.
Teaching and learning are good. In most lessons teachers' planning takes account of the different learning needs of pupils to ensure a good level of challenge for all groups of pupils in most lessons. When teaching occasionally dips to satisfactory levels, it is typically because the pace of learning slows as a result of introductory and other teacher-led activities being too long.
When this occurs, pupils do not have enough opportunities to work independently. The very effective use of assessment information to identify where additional teaching will be most beneficial makes a significant contribution to pupils' good achievement, particularly that of pupils with special educational needs and/or disabilities. The school's strong links with the local community are underpinned by a clear understanding of the context in which the school operates.
As a result, community cohesion is promoted well on a local level. Through the international and ecological dimensions of the school curriculum pupils gain a good understanding of the interdependent nature of the global community. However, the curriculum is less effective in promoting pupils' knowledge and understanding of different cultures within a national context.
The outstanding headteacher has successfully developed a strong sense of teamwork and ambition amongst all staff. Staff with coordinating roles approach their responsibilities for monitoring and evaluating pupils' progress with enthusiasm. This is helping to ensure that there is continuity in the quality of provision when the expertise of the headteacher is being shared with another school.
The determination of the headteacher and staff to take the school forward is underpinned by accurate self evaluation. This, together with the expertise and commitment of a highly supportive governing body, the improvements seen since the last inspection and total confidence of parents and carers, gives the school good capacity for sustained improvement.
Information about the school
This is an average sized primary school.
Virtually all pupils are of White British heritage. The proportion of pupils eligible for free school meals is below average. Very few pupils speak English as an additional language.
The proportion of pupils with special educational needs and/or disabilities or with statements of particular needs is below average. The school provides a breakfast club that is managed by the governing body. The school also provides accommodation for, but does not manage, a privately run day care facility.
This provision is inspected separately. The school has Local Leader in Education status and in June 2011, the headteacher was appointed the executive head of another local primary school in addition to Wynndale. The school has gained national recognition for its work in a number of areas and holds the Gold Artsmark, Study Support, Active mark and Intermediate International Schools awards, together with Healthy Schools status.
