Willowbrook Primary School

Inspection of Oasis Academy Longmeadow Broadcloth Lane, Trowbridge, Wiltshire BA14 7HE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 1 and 2 March 2022

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What is it like to attend this school?

Leaders are ambitious for all pupils. Staff create a place to ‘Love, Laugh, Learn’ as the school motto says. Pupils are polite, listen well and are respectful to each other and staff. They play and learn together well. Pupils are happy and well behaved.

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What is it like to attend this school?

Staff ensure pupils know the difference between bullying and falling out. Pupils are confident that if bullying were to happen, staff would sort it out. Pupils celebrate difference and say they are encouraged to be who they want to be. Pupils feel safe in school. One parent’s comment, typical of many, was that staff ‘genuinely care about the well-being of our children and make them feel valued and happy’.

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What is it like to attend this school?

Pupils talk positively about the range of extra-curricular opportunities available to them. After-school clubs and enrichment activities help pupils learn how to look after their physical and mental health. The many after-school clubs, such as football and art, help to develop pupils’ talents and interests. Pupils take on roles of responsibility with great pride, for example as well-being champions. They are given opportunities to represent their school. Pupils take part in local sporting events or the West Wiltshire dance festival. They are prepared well for the next stage of their education.

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better?

Leaders have carefully crafted the school’s curriculum to meet the needs of their school community. In English and mathematics, for example, they have identified the essential knowledge pupils must know and remember from early years to Year 6. Leaders are determined that gaps in pupils’ knowledge caused by disruptions to their learning during the COVID-19 pandemic close quickly. For example, pupils attend ‘maths meetings’ where teachers help them secure their knowledge before moving on to new calculation methods.

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better?

Staff support pupils to practise and remember what they have learned. This helps pupils to build secure knowledge over time. For example, in history, pupils can recall dates and important facts from their study of the Great Fire of London. Older pupils are beginning to link the cause and effect of people’s actions throughout history.

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better?

There are a few subject curriculums that are not as well developed. The essential knowledge leaders want pupils to retain is not broken down into small, manageable steps to help them learn. This makes it difficult for teachers to plan and check precisely what pupils must know and remember. Leaders have plans to rectify this.

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better?

Staff know how to help pupils learn to read well. Teachers check that pupils know and use their phonics knowledge correctly. Pupils who need additional help are supported effectively with extra practice. Staff skilfully help pupils to increase their reading speed and accuracy. Staff regularly read high-quality texts to pupils to nurture their love of reading. Pupils enjoy reading. 1 and 2 March 2022

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Staff work closely with external agencies to identify pupils’ additional needs correctly. This begins in the early years. Staff use resources effectively across the indoor and outdoor learning environments to make appropriate adaptations to the curriculum. For example, some children in the early years revisit the numbers zero to five, while their peers focus on numbers to 10. Pupils with special educational needs and/or disabilities (SEND) are supported well.

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The school has a calm and orderly environment. There are clear routines and expectations for pupils’ behaviour. Children in Reception are shown how to get along with others. Children quickly gain the skills needed to make friends and work together successfully. Leaders ensure that any pupils who need extra help to manage their emotions and improve their well-being get the support they need.

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Pupils attend school regularly. Staff work well with parents to overcome any issues stopping pupils from attending school. This work with families has successfully improved their children’s attendance.

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Trust leaders have robust systems in place to monitor and evaluate the effectiveness of leaders’ actions. They have a thorough knowledge of the school’s strengths and areas for development. Leaders invest in appropriate and high-quality training for staff. They actively support staff’s well-being. Staff appreciate leaders’ care and support to manage their workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders of safeguarding complete appropriate safer recruitment checks before staff begin work at the school. Staff attend safeguarding training and receive regular updates.

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Safeguarding

Staff know how to report and record concerns about pupils’ welfare. Referrals to external agencies are made in a timely manner. Leaders escalate their concerns if they are not satisfied with the support offered to families by these agencies. They inform staff of the actions taken. Care is personalised for each child and their family.

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Safeguarding

Pupils know how to keep themselves safe. This includes when they are online.

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(Information for the school and appropriate authority)

 Leaders have not identified the essential knowledge they want pupils, including pupils with SEND, to know and remember in some foundation subject curriculums. This makes planning harder for teachers and means pupils do not remember some of the key concepts. They are unable to build on prior learning and make connections between the concepts they are taught. Leaders need to 1 and 2 March 2022

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identify the essential knowledge pupils must know and remember across the school’s entire curriculum.

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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. 1 and 2 March 2022

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School details

Website www.oasisacademylongmeadow.org Date of previous inspection 5 and 6 February 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Oasis Community Learning multi-academy trust.  The principal was in post at the time of the previous inspection in February 2019.  The school does not use any alternative providers.

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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 of the pandemic with leaders and have taken this into account in their evaluation of the school.

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Information about this inspection

 The inspectors met with the principal, the assistant principal, the special educational needs coordinator, staff, pupils, trustees and trust officers, including the chief executive officer, national director for primary education and the regional director for south west primaries.  The lead inspector listened to pupils read from Years 1, 2 and 3. 1 and 2 March 2022

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 The inspectors carried out deep dives in these subjects: reading, mathematics, religious education and history. For each deep dive, inspectors discussed the curriculum with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors reviewed the school’s safeguarding documentation, including records of safeguarding checks carried out on staff working at the school. They considered how well the designated safeguarding lead acts on concerns about pupils’ safety and welfare. The inspectors spoke to pupils, staff and governors about safeguarding practices.  Inspectors considered the responses to the online survey, Ofsted Parent View. They also took into consideration the responses to the surveys for staff and pupils.

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Inspection team

Marie Thomas, lead inspector Her Majesty’s Inspector

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Inspection team

Marcia Northeast Ofsted Inspector 1 and 2 March 2022

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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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