Walton-on-the-Hill Primary School

Inspection of Walton-on-the-Hill Primary School Walton Street, Walton-on-the-Hill, Tadworth, Surrey KT20 7RR

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Inspection dates: 14 and 15 September 2021

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good

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Overall effectiveness Good

This school was last inspected 14 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until this year, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection. 14 and 15 September 2021

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What is it like to attend this school?

Pupils at Walton-on-the-Hill Primary School love their lessons. They enjoy their learning because the teachers make the work interesting. They trust their teachers to help them. Pupils say they feel safe. Parents praise the nurturing culture at the school.

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What is it like to attend this school?

Staff have high expectations of all pupils. They encourage pupils to always try their best. Pupils develop the confidence to keep going even when the learning is difficult. They are happy to take on challenges. Pupils willingly support each other in their learning.

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What is it like to attend this school?

Pupils enjoy the wide and varied curriculum provided. The school offers an impressive range of activities. Music flows through the school. Pupils eagerly participate in the many sports activities. They love to take part in the drama productions throughout the year.

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What is it like to attend this school?

Pupils behave exceptionally well. They are courteous and kind. Everyone knows about ‘The Walton Way’. Pupils understand and live out the principles of being ‘ready, respectful and safe’. Bullying is rare at the school. Staff act quickly if it happens.

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What is it like to attend this school?

Parents value the care that staff give. As one parent wrote, ‘I never ever worry about my children when I leave them, and I really feel my children are thriving at this school.’

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better?

Leaders have high aspirations for their pupils. They aim for all pupils to develop a love of learning. To achieve this, they work to ensure learning is stimulating. Teachers plan learning that engages pupils’ curiosity and interest. The varied curriculum expands pupils’ understanding and skills. This is true from Reception through to Year 6. Staff make sure that all learning meets the national curriculum expectations. Teachers have secure subject knowledge. They explain ideas skilfully so that pupils learn concepts well.

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better?

However, leaders have not specified precisely what knowledge within each subject they want pupils to learn. There is currently a greater emphasis on skills. For instance, in geography, pupils practise how to use grid references for maps. The plans focus on pupils developing their map reading skills, but not on the precise knowledge required to develop that skill. Leaders have not tracked carefully how knowledge builds over time. As a result, the sequencing of curriculum content is not sufficiently thought through.

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better?

Teachers’ use of assessment is effective. They watch carefully to identify whether pupils understand what they are learning. They use this information to adapt their 14 and 15 September 2021

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teaching and identify pupils who need additional support. Pupils with special educational needs and/or disabilities (SEND) are fully included in lessons. Teaching assistants work well with the teachers to help pupils learn effectively. Leaders track pupils with SEND carefully. They use this information to adapt the support as needed.

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Reading is a high priority in the school. Teachers make sure that all pupils read or are read to at least three times a day. Storytime is popular and even the youngest pupils sit entranced. Pupils talk about their reading with confidence and understanding. They can tackle challenging texts independently.

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Children start learning phonics straightaway in Reception. Leaders have recently moved to a new programme for their phonics delivery to ensure that reading books closely match the sounds pupils are learning. As they go through key stage 1, almost all pupils gain fluency in their reading. Those few pupils who struggle receive effective support. All pupils by the end of key stage 2 can read independently.

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The behaviour of pupils is exemplary. There is no disruption to learning. Pupils relish their lessons and are keen to make progress. The ‘Walton Way’ principles are well observed. This results in a calm, ordered and harmonious school community. Even the youngest children settle quickly to the routines. Attendance is high across the school.

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Pupils’ personal development is carefully planned. Leaders talk about the ‘Waltonness’ of each pupil. Leaders are at pains to develop the whole child. They make sure pupils take part in debates and discussions in class. As a result, pupils speak with confidence and maturity. They are encouraged to be active citizens through community events and charity fundraising. Leaders ensure that all pupils take part and benefit from these experiences.

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The headteacher has made sure that pupils feel nurtured and learn well. He and his staff have created an ambitious and happy school community. Staff are all very proud to work at the school. Leaders make strenuous efforts to support and develop their staff. Governors work well with leaders. However, in order to challenge leaders effectively, they need a more thorough understanding of the school’s curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have strong systems in place for safeguarding. Staff have a high awareness and understanding of safeguarding. They have received appropriate training, and they pass on concerns swiftly. In turn, leaders work effectively with other agencies to offer support to families. Leaders are aware of local safeguarding risks. They always remain vigilant to any risk. Leaders ensure that safeguarding systems are robust and reliable. 14 and 15 September 2021

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(Information for the school and appropriate authority)

 Subject plans do not focus clearly enough on what pupils should learn. At present, these plans focus more on skills than the essential component knowledge that needs to be taught. Consequently, pupils’ learning in the foundation subjects is not as effective as it could be. It is clear that leaders have begun to revise and improve their plans. For this reason, the transitional arrangements have been applied. Leaders should keep the revised plans under review and adapt them as needed so that they fully support and deepen pupils’ learning. Governors must be closely involved in monitoring these plans so that they have an accurate understanding of what progress is being made.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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 are the school and you are 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. 14 and 15 September 2021

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School details

Inspection number 10199386 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Chair of governing body Heather Levine-Chesler

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School details

Website www.walton-on-the-hill.surrey.sch.uk

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School details

Date of previous inspection 14 March 2007, under section 5 of the education act 2005

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Information about this school

 The school is a one-form-entry primary school.  The school does not currently use any alternative provision.

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Information about this inspection

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

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Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact with school leaders and have taken that into account in their evaluation.

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Information about this inspection

 Inspectors reviewed the school’s safeguarding arrangements. They looked at relevant documentation, staff recruitment checks and training. They also considered how well adults in the school act on emerging concerns about pupil welfare.  Inspectors spoke with staff and pupils to gather their views. They considered 67 responses to Ofsted’s online survey, Parent View, including 51 free texts. 14 and 15 September 2021

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Inspectors also took account of 23 responses to the survey for staff and 14 replies to the pupils’ survey.  Inspectors held meetings with leaders and with the chair and vice-chair of governors. They also spoke with a local authority adviser.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and science. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke with teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also looked at curriculum plans and spoke with leaders about some other subjects.

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Inspection team

Yasmin Maskatiya, lead inspector Her Majesty’s Inspector

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Inspection team

James Broadbridge Her Majesty’s Inspector 14 and 15 September 2021

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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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