William Alvey School

Inspection of William Alvey School Eastgate, Sleaford, Lincolnshire NG34 7EA

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good

p.1

Overall effectiveness Good

Early years provision Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

Overall effectiveness Good

Ofsted has not previously inspected William Alvey School as an academy school under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections.

p.1

Overall effectiveness Good

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 of the predecessor school. 16 and 17 March 2022

p.1

What is it like to attend this school?

Pupils are punctual and eager to arrive at this school every morning. They say that they look forward to learning new things every day. The ‘living museum’ in the on- site air raid shelter, for example, brings the curriculum to life.

p.2

What is it like to attend this school?

The relationships between staff and pupils are positive. Teachers know the pupils in their classes well. Pupils in Year 5 act as ‘buddies’ for younger children in the early years through to Year 1. This helps younger children settle quickly into this large school. Pupils say they feel safe and happy.

p.2

What is it like to attend this school?

Staff have high expectations of pupils. Pupils are polite and demonstrate good manners. They greet visitors with ‘good morning’ and ‘good afternoon’. During lesson changeover times, pupils known as ‘corridor captains’ are on hand to open doors and keep the corridors tidy. This helps maintain the calm learning environment around the school.

p.2

What is it like to attend this school?

Pupils have a good understanding of what bullying is. They say it rarely occurs. They are very confident that teachers will not tolerate any form of bullying.

p.2

What is it like to attend this school?

Many parents and carers agree that this school is a place where pupils thrive and flourish.

p.2

better?

The curriculum is broad and ambitious for all pupils. Subject coordinators make sure that learning builds appropriately on what pupils already know. They ensure that pupils revisit the most important concepts. Subject plans also identify the key vocabulary that pupils need to know and remember. Many pupils acquire this specialist vocabulary and use it accurately. Pupils with special educational needs and/or disabilities (SEND) are extremely well supported and achieve as well as their peers.

p.2

better?

Leaders are yet to ensure that the curriculum is securely and consistently embedded in all subjects. Some foundation subject plans are very new. Teachers have only recently started to use these plans to teach pupils.

p.2

better?

Teachers have good subject knowledge in many of the subjects they teach. In subjects such as mathematics and history, teachers use their subject knowledge expertly to help pupils remember the most important knowledge. Some teachers, however, still need further training to enhance their own subject knowledge.

p.2

better?

Pupils demonstrate positive attitudes to their learning. Many pupils describe school as a place where they can learn. Occasionally, pupils can engage in off-task behaviour. Teachers deal with this type of behaviour swiftly. 16 and 17 March 2022

p.2

3

Children rapidly learn to read. They start to learn the sounds that letters make as soon as they start the Reception year. Teachers are ambitious and teach children four sounds a week. They match the books that children read precisely to the sounds that they know. Teachers assess children’s knowledge of sounds every day. If a child falls behind, a highly trained adult supports them to catch up quickly.

p.3

3

Every pupil reads every day. Older pupils explore extracts from books such as ‘The Wolves of Willoughby Chase’. This introduces pupils to different genres. Pupils are encouraged to pick books to read for pleasure. On their birthday, some pupils donate a book that they enjoy reading to the school library. This helps pupils share their love for reading with others.

p.3

3

Children in the early years get off to a good start. Adults carefully plan learning activities for children in the outdoor learning areas. They match activities closely to children’s identified next steps. Teachers teach more formal elements of the curriculum with clarity. Children respond well. They quickly learn to count. They use mathematical language such as ‘altogether’ and ‘subitize’ with confidence.

p.3

3

The curriculum provides opportunities for pupils to understand how to stay healthy and how to stay safe online. There is a range of sports clubs from which pupils benefit. Pupils say that they learn how to use self-control to help them deal with feelings of anger. Pupils also benefit from age-appropriate relationships education.

p.3

3

Trustees and governors are effective at holding leaders to account. Staff are very proud to work at William Alvey School.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders ensure that all staff receive regular safeguarding training. This helps staff keep abreast of emerging local and national safeguarding issues. All adults in the school understand how to record and report a concern about a pupil. Teachers are vigilant. They report anything they believe may indicate that a pupil may need help.

p.3

Safeguarding

Leaders take effective and swift action to safeguard children. They work with external agencies to support pupils and families that are most vulnerable. At times, however, some of the safeguarding documentation is not as well organised as is needed.

p.3

Safeguarding

Pupils know they can share a worry with any of the adults in school.

p.3

(Information for the school and appropriate authority)

 Leaders have ensured that the curriculum planning sets out the sequence of pupils’ learning in all subjects. They have identified the important knowledge that 16 and 17 March 2022

p.3

4

they want pupils to learn. Some of this planning is relatively new in some foundation subjects. The teaching in these subjects is still not consistently well embedded. As a result, pupils are unable to gain a depth of knowledge across the full curriculum. Leaders should ensure that teaching in all subjects is consistently well embedded in order to help pupils successfully build their knowledge and understanding over time.  Some teachers do not have the necessary subject knowledge to teach some parts of the curriculum effectively. These teachers do not use the resources provided well enough, to impart the most important knowledge so that pupils remember it. Leaders must ensure that all teachers have the appropriate subject knowledge and training to deliver subjects they teach well.

p.4

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.

p.4

How can I feed back my views?

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

p.4

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 .

p.4

Further information

You can search for published performance information about the school.

p.4

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. 16 and 17 March 2022

p.4

School details

Inspection number 10199326 Type of school Primary

p.5

Information about this school

 William Alvey School converted to an academy in October 2011 and became a part of The William Alvey School Trust. This is a single academy trust.  The school uses one registered alternative provider. This is Springwell Alternative Academy Grantham.

p.5

Information about this inspection

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

p.5

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 and have taken that into account in their evaluation of the school.

p.5

Information about this inspection

 The inspectors carried out deep dives in design and technology, history, reading, mathematics and physical education. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited lessons, spoke to teachers and pupils and looked at samples of pupils’ work.  The lead inspector listened to a sample of pupils read to a familiar adult. 16 and 17 March 2022

p.5

6

 Inspectors also visited a range of lessons in other subjects. For these subjects, they checked the work pupils had produced, spoke to subject leaders, looked at subject plans, and spoke to teachers and pupils.  Inspectors met with leaders responsible for: behaviour; personal development; looked after children; early years provision; pupil premium; and the provision for pupils with SEND.  Inspectors met with groups of pupils from key stages 1 and 2.  The lead inspector met with the designated safeguarding leader and pastoral manager to discuss the actions taken to keep pupils safe. He reviewed a range of documents, including the school’s single central record.  Inspectors reviewed a range of documents, including the school’s self-evaluation and improvement plan.  An inspector met with a group of support staff.  The lead inspector met with governors and trustees, including the chair of the trust board.

p.6

6

 An inspector spoke to a representative at the alternative provision the school is using.

p.6

Inspection team

Rakesh Patel, lead inspector Her Majesty’s Inspector Jayne Ashman Her Majesty’s Inspector Phil Abbott Ofsted Inspector Jackie Thornalley Ofsted Inspector 16 and 17 March 2022

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7