Water Leys Primary School

Inspection of a good school: Water Leys Primary School Guilford Drive, Wigston, Leicestershire LE18 1HG

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Outcome

Water Leys Primary School continues to be a good school.

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What is it like to attend this school?

Water Leys Primary School is a nurturing and inclusive school. Pupils are happy, polite and well mannered. Pupils feel safe and cared for. The ‘CARE’ charter sits at the heart of everything. One pupil shared, ‘We have a ‘CARE’ charter; these are the values that we live by.’ Others shared, ‘The teachers are the best thing about this school. They always help you. They show you how to do something so that you can then learn to do it by yourself’.

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What is it like to attend this school?

The curriculum is ambitious. The school has high expectations of all pupils, including disadvantaged pupils, to achieve well and commit to their studies. In lessons, pupils show high levels of engagement and an eagerness to do well. Pupils show pride in their own achievements and in the achievements of others. They are supportive of each other and celebrate each other’s successes.

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What is it like to attend this school?

The school supports all pupils to live by the CARE charter. One pupil shared, ‘Our teachers are really good at dealing with any problems. There might sometimes have to be a consequence, but they will always talk to you about things and help you to sort things out.’ Relationships between adults and pupils are strong.

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What does the school do well and what does it need to do better?

Children get off to a secure start in the Reception Year. Staff have high expectations of the children. Children independently follow instructions and engage with learning for sustained periods of time. They have the opportunity to explore and learn through play. The provision has clearly defined areas and is well equipped. There are opportunities for children to independently practise their writing and early mathematics skills across the provision. Children are well prepared for key stage 1.

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What does the school do well and what does it need to do better?

There is a strong reading culture at the school. Staff are well trained to deliver the phonics programme. They regularly check how well pupils remember the sounds that 16 and 17 April 2024

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have been taught. Pupils who need additional help benefit from extra phonics sessions. This helps to make sure that all pupils keep up with the programme. As a result, pupils learn to decode and become fluent readers. Pupils enjoy reading and can talk about their favourite books. Whole class reading sessions and ‘reading for pleasure’ sessions promote a love of reading. Pupils are exposed to a wide range of high-quality texts and genres.

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The mathematics curriculum is ambitious and well planned. It provides pupils with the opportunity to develop their fluency, reasoning and problem-solving skills. The school’s ‘I do’, ‘we do’, ‘you do’ lesson structure supports pupils to apply their learning independently. This is developing pupils’ confidence in mathematics. The school promotes the use of mathematical language. Teachers model their own oral explanations well. They encourage pupils to use correct vocabulary and explain their mathematical thinking in detail. As a result, pupils can talk about their learning and explain their calculation methods with confidence.

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Curriculum thinking for all subjects is well developed. The school has clearly identified what pupils should know and be able to do in each subject. It refers to this information as its ‘ROCKS’. This stands for ‘remembering our core knowledge and skills’. Lessons include a recap of what pupils have already covered. This is supporting pupils to remember more of the curriculum.

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In some lessons, however, there are inconsistencies in how the curriculum is implemented. Staff do not consistently choose tasks and resources which support learning as well as they might, and they use a variety of different methods to check whether pupils can recall their previous learning. As a result, sometimes this slows pupils’ learning.

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Pupils with special educational needs and/or disabilities (SEND) are well supported. Wherever possible, pupils with SEND access the same ambitious curriculum as their peers. Teachers use a range of strategies and resources which facilitate this access. Some pupils access their own bespoke curriculum. This is tailored effectively to meet their specific needs. The school works proactively with external agencies and accesses appropriate support for pupils with SEND.

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The school is preparing pupils well for life in modern Britain. Pupils demonstrate a mature understanding of fundamental British values and protected characteristics. Pupils understand that there are different types of families and relationships. They also show a thorough understanding of diversity and the importance of respecting difference. Pupils enjoy attending a wide range of clubs. They also take pride in taking on extra responsibilities, for example being a member of the school council, a reading ambassador or a digital leader.

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Staff typically feel well supported with their workload and well-being. The school provides staff with a wide range of training opportunities. Governors appropriately challenge and support leaders and staff. They are proactive in the life of the school. 16 and 17 April 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There is some inconsistency in how effectively teachers use formative assessment to address misconceptions and to move pupils’ learning on. As a result, some pupils’ learning does not progress as quickly as it could. The school should ensure that formative assessment is used consistently across the school so that pupils’ learning is maximised.  There is some inconsistency in the impact the choice of resources and tasks have on pupils’ learning. As a result, sometimes pupils do not learn as well as they might. The school should ensure that resources and tasks are consistently well chosen to ensure that the curriculum intent is fully realised.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good in September 2018.

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How can I feed back my views?

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. 16 and 17 April 2024

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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). 16 and 17 April 2024

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School details

Appropriate authority The governing body

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School details

Website www.waterleysprimaryschool.co.uk

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School details

Dates of previous inspection 12 and 13 September 2018, under section 5 of the Education Act 2005

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Information about this school

 The school uses one registered alternative provision.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector carried out deep dives in reading, mathematics and science. For each deep dive, the inspector discussed the curriculum with leaders, visited lessons, spoke with teachers and pupils and reviewed samples of pupils’ work.  The inspector carried out an additional wider curriculum review into design and technology, history and geography. The inspector looked at curriculum planning and a sample of books for each subject.  The inspector listened to some pupils read to a familiar adult. 16 and 17 April 2024

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 The inspector met with leaders responsible for behaviour, personal development, the provision for pupils with SEND and the early years.  To evaluate the effectiveness of safeguarding, the inspector 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 an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector reviewed a range of documents, including the school’s self-evaluation and improvement plan. The inspector met with members of the governing body.  The inspector considered the responses to Ofsted’s online survey, Ofsted Parent View, including any free-text comments, as well as the results of Ofsted’s survey for school staff.

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Inspection team

Luella Dhoore, lead inspector Ofsted Inspector 16 and 17 April 2024

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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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