Wilmcote CofE (Voluntary Aided) Primary School Ofsted Report

Full report

What does the school need to do to improve further?

• Improve teaching in key stage 2, so that pupils attain higher standards, by:
  • giving pupils more challenging work in mathematics and providing them with tasks that require them to explain their thinking more frequently
  • insist that pupils apply grammar, punctuation and spelling accurately when writing in different subjects.
• Improve leadership and management by:
  • evaluating the effectiveness of work designed to improve pupils’ behaviour and modifying provision accordingly
  • subject leaders checking frequently that the teaching of writing and mathematics is effective.
• All staff should agree the expectations for pupils’ conduct around the school and in lessons, and ensure that pupils step up to these expectations.
• Work with the families of pupils who miss too much school, to help them see the value of learning so they send their children to school more regularly.

Inspection judgements

Effectiveness of leadership and management

Requires improvement

• Leaders use their extensive knowledge of the school community to ensure that the school meets pupils’ needs and that all pupils are included fully in its work. For example, the teaching of reading is designed to help the large minority of pupils from the Traveller community to gain important reading skills. Leaders are clear in their vision for pupils to attain better standards by the time they leave the school.
• Subject leaders for English and mathematics are beginning have a positive impact on teaching in their subjects. Their monitoring work is highlighting where teaching needs to improve. However, more work needs to be done to ensure that teachers address fully any weaknesses in teaching, so pupils make better progress in these subjects. Both subject leaders do not check frequently enough that pupils make sufficient progress.
• Capacity for school improvement is good. This is mainly due to the schools in the federation sharing effective practice and staff training and teachers being better supported in their own improvement. Consequently, there are signs of improvements to teaching and leadership. However, these areas are not yet securely good.
• The head of school has implemented teaching improvement plans. These are designed to support individual teachers in addressing specific weaknesses. While some improvement has been made, for example in pupils’ handwriting, key weaknesses remain in the teaching of writing and mathematics.
• The design of the curriculum suits pupils’ needs well. Leaders check that pupils in each year group learn key skills relevant to each subject as they progress through the school. This is important, as all classes include pupils of different ages. As a result, pupils of all ages progressively develop skills, knowledge and understanding. No pupils are adversely affected by poor curriculum design.
• Leaders continually seek ways to work with the community. For example, leaders use the support of the local authority to help them work with parents and carers of pupils who are persistently absent. Leaders take advice from the Ethnic Minority and Traveller Achievement Service (EMTAS) to inform their work with the Gypsy/Roma community.
• Leadership in early years is effective. This is because the leader with this responsibility ensures that the strengths and weaknesses of children newly arrived in Reception Year are identified, and then used to inform teaching. As a result, provision in early years is good.
• Leadership of provision for pupils who have special educational needs (SEN) and/or disabilities ensures that these pupils make good progress. The leader checks that only pupils who have specific needs are identified for additional support and then makes it clear to teachers that they are responsible for implementing agreed teaching strategies. This has led to pupils attending more frequently and engaging well in learning.
• The curriculum plan ensures that pupils are taught about what life is like living in a multicultural society. They learn well about difference and tolerance as they reflect on their day-to-day life in their own community. There was no discriminatory behaviour evident during the inspection.
• Pupils’ spiritual, moral, social and cultural development is supported well at Wilmcote. The strongest aspects are the spiritual and cultural dimensions. This is due to leaders ensuring that sufficient time is spent in lessons and in assemblies for pupils to learn about, and reflect on, different cultures and beliefs.
• The school has benefited from effective support provided by the local authority. This support was actioned following a dip in school performance two years ago. The local authority recognises that recent improvement has not been fast enough.
• In recent years, pupils have represented their school at a variety of sporting events, including gymnastics. Extra-curricular clubs complement the curriculum well. Pupils’ fitness levels have improved. This is due to effective use of the primary school physical education and sport funding.
• Leaders ensure that pupils who find difficulty in managing their own behaviour have plans in place to support them. Leaders do not check that these plans are implemented properly or are having the desired effect. Plans are not implemented as well as they could be. As a result, pupils’ conduct around school and in lessons is not consistently good.

Governance of the school

• Governance is effective. Governors understand their roles and responsibilities. Following the dip in the school’s overall effectiveness since the previous inspection, they have reflected on their responsibilities and restructured their work. Through the different committees, they gain a good understanding of the quality of teaching and are now more effective in holding leaders to account for the school’s performance.
• Governors are determined the school will provide the best education for the Wilmcote community. This can be seen in documents that clarify how the work of the federation will drive improvement. This includes scheduling specific training for leaders.
• Governors ensure that funding is used effectively. Individual members have specific duties to check that funding leads to groups of pupils, including those who are disadvantaged, receiving the support they require.
• Governors ensure that their statutory duties are met.

Safeguarding

• The arrangements for safeguarding are effective. Systems are clear and fit for purpose. Records relating to child protection are detailed, well organised and stored securely.
• Leaders and governors ensure that relevant training takes place and that staff follow agreed procedures. As a result, staff are vigilant in looking out for pupils’ welfare.
• Parents express positive views about their children being kept safe at the school. Parents recognise the effective care for pupils, provided by all staff.
• Staff are aware of when pupils are most likely to be at risk. For example, given the low overall attendance rate, staff make sure that they know where pupils are if they are not attending school.

Quality of teaching, learning and assessment Requires improvement

• Records show that the quality of teaching declined in the period since the previous inspection. This was particularly so at key stage 2. Leaders’ plans to support teachers in improving their practice have been effective, but there is still some way to go to ensure that teaching across the school is consistently good. As a result of weaker teaching in the past, older pupils have gaps in their knowledge and understanding.
• Pupils read well. This is due to effective teaching. Children in early years and in key stage 1 are taught phonics well. This enables them to tackle unfamiliar words and consequently to broaden their vocabulary. Good teaching of reading continues through key stage 2, with pupils benefiting from teaching that requires them to answer difficult questions about the texts they are reading.
• The teaching of pupils who have SEN and/or disabilities enables them to make good progress. Teachers and teaching assistants use their secure knowledge about pupils’ needs, and about skills required in different subjects, to help these pupils overcome barriers to their learning. For example, a pupil used equipment that made the action of writing easier. This meant that the pupil could record his ideas as quickly as his classmates and subsequently kept up with the pace of the lesson.
• Teaching assistants are deployed well when working with specific individuals or groups of pupils. They simplify their questions well to ensure that pupils are able to contribute their ideas. This ‘uncluttered’ instruction, as described by a leader, is effective. The effectiveness of more general teaching support by teaching assistants is variable.
• Teaching in early years is effective. The teacher and teaching assistant have designed the indoor and outdoor environments well. The spaces include areas for children to develop curiosity about the prime and specific aspects of learning. Staff engage with children well, giving children time to think about questions. As a result, children value what staff say and respond well. For example, they rehearse new words in sentences.
• The teaching of writing has improved this year. This is because pupils are given opportunities to practise and improve their skills and produce better quality writing when learning about different topics. Pupils understand and talk articulately about grammatical features. However, teachers do not expect pupils to accurately apply their grammar, punctuation and spelling skills in their writing. This is most notable in key stage 2. For example, pupils’ poorly punctuated writing in science meant that their ideas were not conveyed well to the reader.
• Pupils present their mathematical work better this year, when compared with previous years. Teachers have a more secure understanding of the requirements of the current national curriculum. However, teachers do not provide pupils in key stage 2 with work that challenges them enough. Pupils at all levels of attainment are not given work that challenges them or moves their learning on quickly enough. Furthermore, pupils are not required to explain their thinking. As a result, teachers are unable to check that pupils have secured key mathematical concepts.
• Disadvantaged pupils, including those who are most able, are taught well. Teachers identify barriers that prevent individual pupils making sufficient progress. Teaching is then planned accordingly. Pupils make better progress this year, when compared with previous years.
• Teachers recognise issues that could adversely affect provision for pupils from the Gypsy/Roma community. For example, families often take children away from school at certain times of the year owing to the availability of work. Teachers know which aspects of learning have been missed and re-visit such skills when pupils return to school. As a result, the progress of this group of pupils is often good when they are in school, but overall, it is limited.
• Reading is a feature of homework. As soon as children arrive at Wilmcote, staff encourage families to read with their children. This focus throughout the school has helped to ensure that pupils secure effective reading skills by the time they leave. Pupils show positive attitudes to reading. Online mathematical resources have been provided for families, but the impact of this provision has not been evaluated.

Personal development, behaviour and welfare Requires improvement

Personal development and welfare

• The school’s work to promote pupils’ personal development and welfare is good.
• Staff care for all pupils well. Staff are aware of groups of pupils who are vulnerable in terms of becoming confident learners. These include pupils who have SEN and/or disabilities and pupils from the Gypsy/Roma community.
• Parents and staff express positive views about how the school promotes the pastoral care of pupils. They work well together to find ways to support pupils’ emotional well-being. Pupils appreciate listening to guidance from visitors to the school, including from the church.
• Pupils have a good awareness how to keep themselves safe. They talk about potential dangers and know what to do if they are concerned. For example, they know what measures to take to keep themselves safe when learning and playing online.
• The school’s provision to prevent bullying is effective. Pupils know what to do, including whom to speak to, should they be worried. Pupils state that behaviour remains a concern, but not bullying.
• Pupils’ physical well-being has been supported well through the use of the physical education and sport premium funding. Pupils’ fitness levels have improved. Pupils have positive attitudes towards sport and other recreational activities.

Behaviour

• The behaviour of pupils requires improvement.
• The overall attendance rate is low, and greater proportions of pupils are persistently absent, when compared with the national average. The school liaises with EMTAS and attendance services well. Leaders know where their work to improve attendance has been more or less effective. The school is doing all it can to promote good attendance.
• Most pupils conduct themselves well around school. However, a minority do not. The weakest conduct occurs at break- and lunchtimes. Pupils express negative views about behaviour. For example, some say that classmates lack respect for play equipment.
• Where pupils conduct themselves well in lessons, they are patient and tolerant of others. However, pupils’ conduct in lessons is variable. This is because staff do not always follow behaviour plans for individual pupils as well as they should. As a result, some pupils are distracted from their learning.
• Pupils and parents acknowledge how the school’s work prepares pupils well for living in a wider society. The curriculum includes opportunities for pupils to learn about other cultures and faiths. Pupils’ own spirituality is promoted well through collective worship.
• Pupils collaborate well with each other when the teaching makes them think hard. Typically, this occurs in the younger age groups. Here, pupils display positive attitudes to their learning. Pupils were observed playing well together in the breakfast club, where staff have created a safe facility with resources that pupils enjoy.

Outcomes for pupils Requires improvement

• Last year, pupils in Year 6 made slow progress in mathematics through key stage 2. Despite making better progress this year, they are still not making the progress required for them to catch up and secure the standards of which they are capable.
• The school’s self-evaluation documents rightly identify pupils’ current achievement in mathematics and writing as weaker than that in reading. Leaders agree that there is work still to do to ensure that pupils of different abilities in key stage 2 make strong progress in these two subjects.
• Last year, pupils attained well in the Year 1 phonics screening check. This year, pupils are making good progress in securing these skills. Attainment is likely to be lower than last year because more pupils entered Wilmcote with less secure reading skills.
• Pupils make strong progress in reading through the school. In the younger age groups, pupils develop a wide vocabulary. This helps them learn well in the wide range of subjects taught. In later years, effective teaching ensures that pupils continue to make strong progress.
• Pupils’ attainment in all subjects at the end of key stage 1 is stronger than that seen at the end of key stage 2. This is due to weaker teaching in key stage 2 since the previous inspection. Teaching is better this year, so pupils’ progress is improving.
• Pupils who have SEN and/or disabilities make at least expected progress from their typically low starting points. The leader of the provision for this group of pupils ensures that achievement information is used to help identify barriers to learning. Subsequent teaching ensures that pupils make good progress.
• Pupils who might be at risk of not making similar progress to their classmates are well supported. This includes those pupils who are disadvantaged and those from the Gypsy/Roma community.
• This year, the most able pupils are given tasks with a similar level of challenge as other pupils with different prior attainment. As a result, pupils in this group make similar rates of progress to their classmates.

Early years provision Good

• The leader of provision in early years has developed an effective curriculum. This, coupled with well-designed learning environments, enable both Reception and Year 1 children to achieve well. The indoor and outdoor environments are safe and well organised.
• Owing to small cohorts, there are no clear patterns relating to children’s skills and abilities when they first arrive at school. In recent years, children in Reception Year have made good progress. This year’s cohort has made similarly good progress. This means that children are well prepared for their learning in Year 1.
• Over the past three years, the proportion of children attaining a good level of development by the end of Reception Year has been similar to national averages. Children attain well in both the prime and specific aspects of learning. This reflects an effective, broad and balanced curriculum.
• The Reception curriculum is reviewed each year. Parents provide helpful information about their children’s interests and staff use this knowledge to motivate children to learn well. For example, this term children are developing their understanding of the world through investigating conditions for effective seed growth.
• Children are respectful of adults and their classmates. They listen to guidance from staff and then practise this in their own work. For example, adults use technical vocabulary in their discussions with children, who then rehearse such words in their own oral and written sentences.
• Children are motivated to pursue their own curiosity. This is because staff frequently require children to explain their thinking. Children are then clear about where confusion lies in their understanding. This benefits all children, most notably those who are disadvantaged and need to catch up in their learning.
• The leader ensures that there is effective engagement with external services, such as occupational therapy and speech and language therapy. Staff reflect on advice given and, together with effective use of additional funding, make changes in teaching so that specific children and others benefit.
• Staff have a good understanding of what children are required to be able to do by the end of Reception Year. They use this knowledge to ask insightful questions that reveal how well children understand and can apply skills.
• When children demonstrate that they need support for their learning or behaviour, staff respond quickly. They ensure that written improvement plans are implemented well. This means that children engage in their learning and concentrate well.
• The safety and well-being of children are well managed. Adults provide good levels of supervision and support for groups and individuals. As a result, children feel safe when they are learning.

School details

Unique reference number Local authority Inspection number 125696 Warwickshire 10042907 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Primary School category Age range of pupils Gender of pupils Voluntary aided 4 to 11 Mixed Number of pupils on the school roll 74 Appropriate authority The governing body Chair Headteacher Eric Appleton Sarah Plaskitt (Executive Headteacher) Telephone number 01789 204395 Website Email address www.wilmcoteprimary.org.uk admin3313@welearn365.com Date of previous inspection 26–27 February 2014

Information about this school

• Wilmcote is much smaller than the average-sized primary school.
• The school forms a federation with two other primary schools. The federation shares one governing body.
• The executive headteacher oversees the work of the three schools in the federation. The head of school is the most senior leader at Wilmcote.
• The majority of pupils are of White British heritage. The only other significant group is White Gypsy/Roma.
• The proportion of disadvantaged pupils is similar to the national average.
• A smaller proportion of pupils than is usual speak English as an additional language.
• The proportion of pupils who receive support for SEN and/or disabilities is above the national average. Very few pupils have a statement of SEN and/or disabilities or an education, health and care plan.
• The early years is made up of one full-time Reception class. All pupils are taught in mixed-age classes.
• Pupils from Wilmcote can attend a before-school club. It is overseen by the governing body and was observed as part of this inspection.
• There are too few pupils for the school to be considered against the government’s current floor standards. These set the minimum expectations for attainment and progress by the end of Year 6.

Information about this inspection

• The inspector observed teaching and learning in every year group. He visited five lessons, three of which were observed jointly with either the executive headteacher or head of school.
• The inspector met frequently with the executive headteacher and head of school.
• Meetings were held with pupils, staff, the chair of the governing body and other governors, and also with a local authority representative.
• The school’s child protection and safeguarding procedures were scrutinised.
• The inspector examined work in pupils’ books from a range of subjects.
• The inspector talked to pupils about their reading and asked for their views on the school. He listened to pupils read.
• The inspector looked at a range of documentation written to support school improvement. This included minutes of governors’ meetings and attendance information.
• The inspector took account of Ofsted’s Parent View online questionnaire, which had 18 responses from parents. He spoke with parents at the start of the school day.
• Responses from both staff and pupil surveys were considered.
• The inspector reviewed the school’s website.

Inspection team

Jeremy Bird, lead inspector

Ofsted Inspector