Walderslade Primary School

Inspection of a good school: Walderslade Primary School Dargets Road, Walderslade, Chatham, Kent ME5 8BJ

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Inspection dates: 30 April and 1 May 2024

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Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Amy Rowley-Jones. This school is part of Rivermead Inclusive Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tina Lovey, and overseen by a board of trustees, chaired by Justin Stuart. There is also an executive headteacher, Emma Poad, who is responsible for this school.

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What is it like to attend this school?

Pupils delight in attending this happy school. They proudly embrace and enact the school’s values to dream, achieve, respect and excel. Pupils grow vegetables in the ‘sky garden’, collect eggs from the chickens and look after Winnie and Wilma the school tortoises. Pupils feel safe and are confident that when they are worried or upset, adults will listen to them and help.

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What is it like to attend this school?

The school is highly ambitious for its pupils. They achieve well in national tests. Pupils relish the challenges that they face in class. Children in the early years develop a love of learning and older pupils are inquisitive. This is because the school matches the curriculum to their needs and interests. As one parent said, ‘The teachers care deeply about their pupils and nurture them as well as educating them.’

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They are courteous to adults and show a heartfelt care for one another. Playtimes are joyful. Pupils assigned as well-being ambassadors make sure that no pupil feels left out. They develop a compassion for others and encourage one another to behave well. One pupil summed this up by saying, ‘My friends help me to be a little more confident and a better kind of me.’ 30 April and 1 May 2024

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

The school’s curriculum is both engaging and interesting. The school continually reviews the curriculum to ensure that it matches the needs of the pupils. The trust works closely with the school to check that the curriculum is aspirational for all pupils. Governors know their school well. They meet with school leaders and ask challenging questions. This ensures that the school acts diligently on the improvements needed. Pupils elected as ‘members of parliament’ meet with subject leaders. This gives pupils a voice in the development of the school’s curriculum. The support for pupils with special educational needs and/or disabilities (SEND) is highly effective. Teachers are clear about the adaptations that best support pupils in each subject.

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

Teachers ensure that pupils develop a strong body of knowledge in all subjects. Teachers receive training that helps them to deliver the curriculum well. Leaders help teachers to manage their workload. This helps teachers to focus on learning in class. Teachers regularly check what pupils know in class. They swiftly address any gaps in pupils’ knowledge, helping them to become confident learners. Teachers use a range of strategies to connect what pupils have learned before to new learning. Teachers ask questions that help pupils to think deeply about what they learn. As a result, pupils respond articulately and listen attentively to the views of others.

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

Pupils develop their reading fluency and mathematical knowledge with confidence. Outcomes in national tests for reading, writing and mathematics have improved over the past two years. Pupils now achieve in line with national attainment figures. The progress made by pupils from their starting points in reading and mathematics is above national averages. Children in the early years use their phonic knowledge to read simple words. As pupils move through the school, they read widely. They use their knowledge of reading to explore increasingly complex texts. When pupils fall behind in their reading, teachers support them to catch up swiftly. Pupils achieve well in mathematics. Teachers encourage pupils to connect new learning to what they have learned before. This helps pupils to tackle increasingly complex mathematical problems. Pupils apply what they learn in mathematics in the wider curriculum. For example, they use grid references in geography

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

and mathematical patterns in artwork. This helps pupils to view mathematics as a purposeful subject.

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

Pupils behave exceptionally well in class. They are clear about the rules and routines. Children in the early years show very positive attitudes to learning and interact with one another well. Older pupils show self-resilience and focus in class well. As such, learning throughout the school is purposeful. Pupils are keen to attend. The school works closely with families of pupils whose attendance is low to strengthen their attendance.

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

Pupils experience a wide range of opportunities beyond the curriculum. They learn about current issues in the weekly reflection assembly. This helps them to develop a mature understanding of democracy, the rule of law and individual liberty. Pupils take on a range of roles in the school. For example, house captains support the positive behaviour of pupils across the school. Pupils explore their locality, visit museums and undertake a residential trip. Opportunities such as these connect meaningfully to what pupils learn in class. The school asks pupils with SEND and disadvantaged pupils about their interests 30 April and 1 May 2024

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and talents. This guides the clubs on offer. As a result, clubs are popular and pupils are keen to attend.

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Safeguarding

The arrangements for safeguarding are effective.

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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 second ungraded inspection since we judged the predecessor school, Walderslade Primary School, to be good in May 2015.

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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.

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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). 30 April and 1 May 2024

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School details

Website www.walderslade-pri.medway.sch.uk

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School details

Date of previous inspection 21 November 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Rivermead Inclusive Trust. The trust has four primary and one special school.  The school provides breakfast and after-school care on site for up to 30 pupils.  The school does not use any 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 any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspector met with the executive headteacher, trust leaders, headteacher, other leaders, and a range of staff at the school.  The inspector carried out deep dives in these subjects: reading, mathematics and geography. For each deep dive, the inspector discussed the curriculum with subject 30 April and 1 May 2024

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leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector also considered the curriculum in other subjects.  The inspector reviewed a wide range of documents including those related to the governance of the school.  The inspector considered the views of parents and carers through their responses to the online survey, Ofsted Parent View. The inspector spoke to staff and pupils during the inspection and took account of staff and pupil responses to Ofsted’s online staff and pupil surveys.  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.

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Inspection team

Graham Chisnell, lead inspector Ofsted Inspector 30 April and 1 May 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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