Whitehall Primary School

Inspection of Whitehall Primary School Whitehall Road, Leicester, Leicestershire LE5 6GJ

p.1

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 8 and 9 May 2024

p.1

What is it like to attend this school?

Whitehall Primary School is an inclusive and caring school. Pupils are proud of their school. They learn and understand the importance of being considerate and respectful within their diverse school community. Pupils are confident that everyone is treated fairly here.

p.2

What is it like to attend this school?

Pupils enjoy learning and relish taking on a challenge. The school aims to feed pupils’ curiosity. Pupils appreciate that teachers help them to improve because they want to be successful now and in the future. Those who need extra help receive it quickly. The school is determined that pupils will achieve well across all subjects to match their ongoing success in reading, writing and mathematics.

p.2

What is it like to attend this school?

Pupils behave well. They enjoy receiving house points and certificates, but choose to do their best because it is the right thing to do. Pupils say they feel safe. They say that bullying is very rare. They appreciate that staff listen to them and help them to resolve problems. Pupils are keen to serve their community. They diligently take on roles, such as being school councillors, play leaders and eco-warriors.

p.2

What is it like to attend this school?

The school provides pupils with many valuable experiences, including in sport and music, so pupils can discover and nurture their talents.

p.2

better?

The school has an ambitious vision to provide an excellent education for every child. The school has made many positive changes over the past two years. However, some policies do not make the school’s expectations clear. This leads to some inconsistencies in practice.

p.2

better?

All subjects have a well-considered and sequenced curriculum in place. Leadership across all subjects and phases has been developed so teaching staff receive appropriate support and guidance across all subjects. This work is having a positive impact on pupils’ learning and pupils remembering more over time.

p.2

better?

Reading is always a priority. The school has sustained its success in ensuring that every pupil becomes a reader. Right from the start in Reception, children learn to read well. In Nursery, important listening skills and sound discrimination are developed to be ready for Reception. Frequent checks mean that staff have a precise understanding of how pupils’ reading skills are developing. Pupils who need extra help receive this quickly. The school has reviewed the selection of books studied to make deliberate links to what pupils are learning in other areas of the curriculum. The school ensures that pupils are taught effective reading strategies and are shown how to use evidence from what they read carefully to support and deepen their understanding. Parents are given helpful guidance and pupils read regularly at home and in school. Pupils are keen, confident and fluent readers who can talk about the books they study and enjoy.

p.2

3

The mathematics curriculum is embedded from early years to Year 6. Teachers use their strong subject knowledge well to enable them to spot and address any misconceptions quickly. The vast majority of pupils become confident and enthusiastic mathematicians who relish using their knowledge to solve problems.

p.3

3

The vocabulary which pupils learn in all subjects is carefully chosen from Nursery to Year 6. This helps all pupils, including those who speak English as an additional language, to grow in confidence in how they think about and explain their learning.

p.3

3

The school identifies barriers and the additional needs of pupils quickly and accurately for disadvantaged pupils, including those who have special educational needs and/or disabilities (SEND). Staff adapt all aspects of the delivery of the curriculum to meet the needs of pupils so they can achieve as highly as possible.

p.3

3

Children in the early years make a strong start to their schooling. They quickly settle in well and learn appropriate routines. They are prepared well for Year 1 and beyond.

p.3

3

Pupils’ well-being is given the highest priority. They learn about the importance of healthy choices. Pupils learn about different faiths. They have a clear understanding of right and wrong. Pupils have an age-appropriate understanding of different families and relationships by the time they leave the school.

p.3

3

The majority of parents appreciate that their children are happy, safe and achieve well. The school communicates with parents in a variety of ways. The school is sensitive to different cultural expectations within the community. However, a number of parents are frustrated when the school cannot satisfy expectations that are contrary to its statutory duties.

p.3

3

Staff are proud to work at Whitehall Primary School. They say that they feel fairly treated as part of this supportive team. Staff appreciate that leaders are mindful of their well-being. Staff value the range of training provided and the opportunity to grow and develop their roles in the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school has acted to bring about many improvements over a short period. Some policies and processes are not yet sufficiently clear and coherent to achieve a consistency of practice across different aspects of the school’s work. The school should refine policies and processes further to secure consistency across the school to further realise the school’s ambition. 8 and 9 May 2024

p.3

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

Further information

You can search for published performance information about the school.

p.4

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). 8 and 9 May 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 26 and 27 October 2021, under section 5 of the Education Act 2005

p.5

Information about this school

 There is before- and after-school childcare that is managed by the school.  The school uses the services of one unregistered alternative education provider.

p.5

Information about this inspection

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

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy headteacher, and other leaders, including the curriculum leaders, the school’s coordinator for the provision for pupils with SEND, and the leader of the early years provision.  The lead inspector met seven members of the governing body. The chair of governors joined the meeting via remote access. 8 and 9 May 2024

p.5

6

 Inspectors carried out deep dives in reading, mathematics, science, history, religious education, and computing. For each deep dive, inspectors held discussions about the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to a sample of pupils from Years 1, 2 and 3 read to a familiar adult.  The inspectors also looked at the curriculum and samples of pupils’ work in geography and art.  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 an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors observed pupils’ behaviour in lessons, and around the school site

p.6

6

during social times. They spoke with several groups of pupils, both formally and informally, including some with leadership roles.  The inspectors considered responses to Ofsted Parent View, including free-text comments and spoke to parents at the start of the school day. The inspectors met with groups of staff and pupils and considered responses to Ofsted’s staff survey, and pupil survey.

p.6

Inspection team

Mandy Wilding, lead inspector Ofsted Inspector

p.6

Inspection team

Linda Azemia Ofsted Inspector 8 and 9 May 2024

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