Setting

Aviation House 125 Kingsway London WC2B 6SE T 0300 123 1231 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Miss J Hartley Headteacher Wheatcroft Community Primary School Holbeck Hill Scarborough North Yorkshire YO11 3BW

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bullying practice in schools

Thank you for your hospitality and cooperation, and that of your staff and pupils, during my visit on 19 October 2011 as part of our survey of schools’ work to create a positive school culture and prevent and tackle bullying.

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bullying practice in schools

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

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bullying practice in schools

This letter briefly summarises our discussion at the end of the visit.

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Strengths of this aspect of the school’s work

 The curriculum is having a positive impact on pupils’ spiritual, moral, social and cultural development. Pupils behave well; they are kind and friendly to each other and to adults. They understand what bullying is and the negative effect it can have on other people. Social and emotional aspects of learning are integral in curriculum planning and this supports the school’s motto of ‘learn and care’.  The curriculum for individual pupils whose circumstances make them vulnerable is careful and thoughtful. Their progress is mapped thoroughly and the school works well with a range of agencies to secure the right support for pupils. The progress other pupils make in their social, moral, spiritual and cultural development is monitored too but not with the same rigour.  Pupils are positive about their time at the school. They can tackle minor disagreements independently and they are confident that when they do

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Strengths of this aspect of the school’s work

need support it will be effective and swift. Pupils appreciate having roles of responsibilities. Year 6 play leaders are well-established and used effectively by younger pupils.  The playground is a sociable and enjoyable space for pupils. They use the ‘friendship stop’ effectively so that no one feels left out. Pupils also have a strong understanding of their responsibilities if they see others being unkind and this gathers strength as pupils move up through the school.  Teachers and other adults are effective role models to pupils. They are confident in sharing information and ensuring that the recording of inappropriate behaviour is thorough. Leaders’ use of this information to analyse emerging patterns for different groups of pupils is not fully developed.  The school community consistently lives up to the expectations the school leaders have of them. Consequently, exclusions have reduced and attendance is improving.

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Strengths of this aspect of the school’s work

 The school uses music and sport well to help pupils to appreciate wider aspects of learning. Pupils use music as an additional means of expression and enjoy the experience of working creatively together as a school.

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Areas for improvement, which we discussed, include:

 developing the use of peer- and self-assessment so that pupils have a clear idea of the progress they have made in their spiritual, social, cultural and moral development  developing leaders’ use of pastoral files to analyse emerging patterns of any inappropriate behaviour that does occur.

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Areas for improvement, which we discussed, include:

I hope that this visit has been useful in the further development of this aspect of the school’s work.

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Areas for improvement, which we discussed, include:

As I explained previously, a copy of this letter will be published on the Ofsted website. It may be used to inform decisions about any future inspection. A copy of this letter is also being sent to your local authority.

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