Wistow Parochial Church of England Voluntary Controlled Primary School

Inspection of Wistow Parochial Church of England Voluntary Controlled Primary School Church Hill, Wistow, Selby, North Yorkshire YO8 3UU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Good Primary School 2–3 October 2019

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What is it like to attend this school?

Pupils enjoy coming to school. They have many experiences that help them to develop their talents and interests. For example, they make the most of opportunities to take the lead and make decisions about their school and community.

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What is it like to attend this school?

Leaders make sure that the curriculum helps all pupils to learn well. Teachers plan pupils’ learning carefully to help pupils to remember the important knowledge that has been taught. Pupils are extremely positive about their learning.

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What is it like to attend this school?

Pupils say that school is like a big family. They feel happy and safe. Pupils show that they care for each other. They say that adults in school also look after them very well, especially the headteacher. Pupils also help each other to behave well and to work hard. Bullying is rare. Adults are good at helping pupils to resolve problems. Pupils agree.

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What is it like to attend this school?

Pupils learn important values through themes such as Black History Month. They have a keen sense of right and wrong and say that everyone should respect others who are different to themselves. The opportunities provided for pupils’ personal development are exceptional.

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better?

Leaders have thought carefully about what pupils will learn in each subject. Leaders check carefully that what is taught matches these plans. Leaders have begun work to identify gaps in what pupils know and can do in each subject to support further improvement.

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better?

Teachers plan what they want pupils to learn, and when, carefully. Teachers recap learning regularly and give pupils plenty of opportunities to practise so they remember what has been taught. Pupils achieve well over time.

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better?

Leaders give the teaching of reading their full attention. Teachers and teaching assistants are skilful in teaching phonics. Lessons follow a clear sequence. Children start learning to read as soon as they start school in Reception. They quickly remember a range of letters and sounds and can read simple words. When children go into Year 1, they quickly become fluent readers.

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better?

Pupils enjoy learning and are proud of what they achieve. They discuss their ideas and opinions and are keen to find out more. Teachers encourage pupils to keep trying when they find things hard. Occasionally, some pupils wait to be given more work to do instead of moving on to more challenging work themselves.

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better?

Leaders make sure that pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school. Teachers plan additional help to make sure that all pupils do as well as they can. Pupils with SEND achieve well. Primary School 2–3 October 2019

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Children get off to a good start in the Reception class. Teachers plan opportunities for them to try things out for themselves. Pupils also enjoy more formal learning in reading and mathematics. Children are confident and independent learners. Leaders help parents to be involved in their children’s learning right from the start.

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Attendance has been consistently above the national average. Very little learning time is lost to lateness. The headteacher keeps a keen eye on attendance so that all pupils get the most out of what school has to offer. Staff work hard to improve pupils’ attendance.

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Pupils’ personal development is exemplary. It is the driving force of the school. It is threaded through day-to-day teaching and the wide range of clubs and activities offered to pupils. The headteacher ensures that all pupils are able to develop their specific talents and interests.

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Pupils learn to understand, respect and care for others. They have lots of opportunities to take responsibility and make decisions. For example, pupils can become junior road safety officers, French ambassadors and worship leaders. The school council has also set up successful links with other school councils in local schools.

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Governors know very well the strengths of the school and what needs to improve further. They provide appropriate challenge and support for the headteacher.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a strong culture of safeguarding led by the headteacher. She makes sure that pupils learn to keep themselves safe by giving them important responsibilities such as road safety and cyber safety. Staff and governors have up-to-date training. All policies and procedures are up to date and fit for purpose. Records show that staff are vigilant and take appropriate and timely action when there is a concern.

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(Information for the school and appropriate authority)

 The curriculum is well-sequenced and teachers know which pupils are meeting the end-of-year expectations they have set out in each subject. However, in subjects other than English and mathematics, teachers do not yet have a clear picture of the gaps in knowledge and skills as the year progresses. Leaders should now continue the work already started on assessment to strengthen the curriculum and its implementation even further.  Most pupils are challenged in their learning so that they achieve well. However, some pupils can be less focused. They wait for adults to move them on in their learning rather than attempt more difficult work for themselves. Leaders need to Primary School 2–3 October 2019

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make sure that pupils move on to more challenging work as soon as they are ready so that everyone reaches their full potential.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. Primary School 2–3 October 2019

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 10–11 December 2015

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Information about this school

 Since the previous inspection, the school has appointed a new headteacher and there is a new chair of governors.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We met with the headteacher, the SEND coordinator, the mathematics leader and some subject leaders. We also met with a representative from the local authority and a representative from the diocese. One inspector spoke to members of the governing body.  The subjects considered as part of this inspection were early reading, mathematics, science and history. We carried out deep dives into these subjects. This included meetings with senior leaders, subject leaders and teachers. It also included looking at curriculum plans and pupils’ work, visiting lessons and speaking to pupils from those lessons about their learning. We also listened to pupils read.  The arrangements for safeguarding were checked. This included checks on the single central record, staff training and safeguarding records. Primary School 2–3 October 2019

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Inspection team

Janet Keefe, lead inspector Ofsted Inspector

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Inspection team

Jim McGrath Ofsted Inspector Primary School 2–3 October 2019

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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