Wheelwright Lane Primary School

Inspection of Wheelwright Lane Primary School Wheelwright Lane, Ash Green, Coventry, West Midlands CV7 9HN

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Inspection dates: 12 and 13 September 2023

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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 Good 12 and 13 September 2023

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What is it like to attend this school?

This is a nurturing and welcoming school. Staff and pupils follow the motto of ‘be kind, be safe, be fair’. Pupils know that adults will listen to any worries and quickly deal with problems. Pupils are happy and feel safe. They are excited about their learning. They say about their experience at school that ‘you work hard, but it is fun here’.

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What is it like to attend this school?

There are high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils meet these expectations and achieve well. There is a calm and purposeful atmosphere. Pupils understand and follow the well- established routines. They behave exceptionally well around the school. Pupils talk confidently to visitors, hold doors open for adults and have impeccable manners. Pupils play happily during social times. Breaktimes and lunchtimes are enjoyable for all.

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What is it like to attend this school?

Pupils enjoy regular trips. These give them a range of experiences to enhance their learning. For example, they learn about animals at the zoo and visit different places of worship. Older pupils work as a team to overcome outdoor challenges on a residential trip. Pupils attend clubs to develop interests in different sports and activities, such as computer coding and performing arts.

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better?

The school has ensured that there is a well-planned and ambitious curriculum in place. Leaders have set out the order in which pupils learn information so that they build on previous learning. Staff have identified the important knowledge they want pupils to remember. This helps the school to deliver the curriculum well.

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better?

Teachers provide tasks to help pupils recall prior learning. For example, in mathematics, pupils regularly practise their learning and use ‘flashbacks’, which ensures that they build their knowledge over time. Pupils enjoy solving mathematical challenges, which really make them think, and they apply their knowledge to solve problems. Teachers make effective adaptations to their teaching to meet the needs of pupils. Pupils, including those with SEND, progress well through the curriculum. Teachers have secure subject knowledge. They explain new learning clearly.

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better?

In reading and mathematics, teachers check what pupils have remembered. They quickly spot and address gaps in pupils’ learning. However, the school does not always have a clear overview of what pupils remember in some subjects. Assessment systems are still being developed in these subjects.

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better?

Children get off to a flying start in early years. Staff in the Nursery and Reception classes work together to ensure that the activities they provide are purposeful. Adults in the early years are skilled at using questioning and conversation to 12 and 13 September 2023

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encourage children to communicate. For example, adults use puppets to model descriptive language. This encourages children to use similar rich vocabulary. Pupils with SEND are identified quickly, and the school works alongside families to support them. Pupils with SEND speak positively about how they are supported. They say this makes a difference and helps them to learn.

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Reading is a priority. Teachers encourage pupils to discuss what they have read and recommend books to each other. Pupils and parents regularly visit the school library. In Nursery, there is a focus on songs, rhymes and vocabulary until children are ready to start learning the sounds that letters make. In Reception, children immediately begin to learn phonics. Pupils who need extra help with reading receive support so that they catch up.

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The school has developed a set of appealing characters to help pupils to learn how to become independent and effective learners. Pupils find these engaging, and even the youngest pupils understand how they can use characteristics like resilience to improve their learning. Teachers look for these learning behaviours in the classroom, and they celebrate them. As a result, pupils’ attitudes to learning are positive.

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The school has been successful in improving attendance. Staff take a supportive approach and work with families to get children into school. Parents and carers appreciate the pastoral support they receive from staff. Leaders have ensured that there is a strong and effective culture of safeguarding.

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The school provides pupils with opportunities to take on meaningful leadership roles, such as school councillors. The junior road safety officers are instrumental in teaching their peers about road safety. This has resulted in the school winning an award for this work. The curriculum develops pupils’ characters well. Pupils learn to work cooperatively and share ideas. Pupils respect the views of others. They understand other faiths and respect beliefs and opinions that are different from their own. Pupils have a secure understanding of fundamental British values. They can explain how these apply in school and in the wider world.

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Governors are effective and well trained. They regularly monitor areas such as safeguarding practice to ensure that it remains robust. They check that all pupils are learning equally well.

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Staff, including those at an early stage of their careers, appreciate the training and support they receive. They know that leaders are mindful of their workload and well- being. They are proud to work here.

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Safeguarding

The arrangements for safeguarding are effective. 12 and 13 September 2023

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(Information for the school and appropriate authority)

 Assessment arrangements in some foundation subjects are at an early stage of development. This means that the school does not always have a clear understanding of the gaps in pupils’ knowledge or how well they are achieving in these subjects. The school should develop effective assessment systems in all foundation subjects so that pupils’ understanding can be checked and gaps in their learning addressed.

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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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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 September 2023

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School details

Appropriate authority The governing body

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School details

Website www.wheelwrightlane.warwickshire.sch. uk/ Date of previous inspection 29 November 2017, under section 8 of the Education Act 2005

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Information about this school

 The headteacher joined the school in September 2022.  The school does not make use of any alternative provision.  The school operates a breakfast club and after-school club.

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Information about this inspection

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

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with leaders and has taken that into account in their evaluation of the school.  The inspectors carried out deep dives in early reading, mathematics, geography and physical education. For the deep dives, inspectors discussed the curriculum 12 and 13 September 2023

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with subject leaders, visited lessons, spoke to teachers and pupils and looked at samples of pupils’ work.  The inspectors held meetings with the headteacher, the deputy headteacher, curriculum leaders, the designated safeguarding leaders and the special educational needs coordinator. The lead inspector met representatives of the governing body and spoke with a representative from the local authority.  Inspectors examined a range of school documentation, including leaders’ self- evaluation, improvement plans, records of governance and documentation relating to attendance and pupils’ behaviour.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created a positive and open culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with groups of staff and took account of views shared through

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the staff survey.  During the inspection, inspectors met with groups of pupils both formally and during less structured parts of the day.  The inspectors took account of responses to Ofsted’s online survey, Ofsted Parent View. The lead inspector spoke informally with parents on arrival to school.  The lead inspector listened to a sample of pupils in Years 1 to 3 read to a familiar adult.

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Inspection team

Corinne Biddell, lead inspector His Majesty’s Inspector

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Inspection team

Janice Wood Ofsted Inspector 12 and 13 September 2023

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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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