Winsley CoE VC Primary School

Inspection of Winsley CoE VC Primary School Tyning Road, Winsley, Bradford-on-Avon, Wiltshire BA15 2JN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The head of school is Ross Wolverson. The school is part of Palladian Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Donna Tandy, and overseen by a board of trustees, chaired by Ruth Balch. There is also an executive headteacher, Becky Wilson, who is responsible for this school.

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Overall effectiveness Good

Ofsted has not previously inspected Winsley CofE VC Primary School as an academy 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 than usual gap between inspections. 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 graded inspection of the predecessor school. 4 and 5 June 2024

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What is it like to attend this school?

Pupils know and live out the school values of ‘kindness, wisdom and courage’. They are proud of their school and many pupils take an active role in contributing to the school and to the local community and church.

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What is it like to attend this school?

Pupils articulate the importance of equity. Pupils are respectful towards one another. At breaktimes, pupils play well together. They make the most of a range of activities. When there are friendship issues, staff are quick to help pupils resolve them. Pupils have many ways to share what worries them. They learn to look after their mental and physical health, for example walking a mile round the field (a ‘womble’). As a result, pupils feel well looked after.

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What is it like to attend this school?

The school provides a wide range of ways for pupils to lead and contribute to school life. Pupils relish their responsibilities. The pupil librarian encourages others to read and choose books. Pupils work with the artist in residence, or lead music and worship. Children in early years see these roles modelled and volunteer for roles such as ‘Head Gardener’. Pupils in each year group sit on the school council. They show the ways they contribute to shaping the school. They feel listened to.

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better?

The school has planned a broad and ambitious curriculum. Some classes learn in mixed ages. The school ensures that the curriculum covers the learning in a sequenced and coherent way. However, in parts of the wider curriculum, some pupils do not retain their learning well. In the early years, the school plans the knowledge children need to know before they move to key stage 1. The school explicitly teaches vocabulary across the curriculum. As a result, pupils develop a deeper knowledge of language.

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better?

The published outcomes for key stage 2 have not been high, especially in mathematics and writing. The school has implemented a writing framework across the whole school. Pupils build their writing skills progressively. In the early years, children build a knowledge of vocabulary based on their interests, such as the deep sea. Pupils learn to develop their writing and write for effect. However, the raised expectations for writing are not yet seen across a few subjects in the wider curriculum. In mathematics, the school has revised the mathematics curriculum to help pupils progress more securely. Pupils enjoy the ‘active’ mathematics, which helps them to remember and apply their knowledge.

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better?

The school prioritises its ambition for pupils to be keen and confident readers. Staff are precisely trained to teach pupils to read. Pupils read books matched to the sounds they know. The school plans frequent opportunities for reading. Pupils who need help to keep up have the support to focus on what they need to learn next. As pupils progress, the school develops pupils’ fluency. Pupils know reading is important. 4 and 5 June 2024

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Pupils with special educational needs and/or disabilities (SEND) are well supported. Teachers train to develop their knowledge and expertise of supporting pupils with specific needs. The school carefully checks the next steps to make sure pupils are well matched to their need. In lessons, teachers provide adaptive support where appropriate.

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The school has planned a well-sequenced personal, social, health education (PSHE) curriculum. Older pupils learn about relationships and puberty in an age-appropriate way. Pupils learn about safety, especially online. The school has planned a rich programme for pupils’ development. It threads its way through the school. The array of clubs match pupils’ interests. There is high participation. Pupils show their enthusiasm to learn a broad range of new skills. The school enhances the curriculum through carefully planned trips. The school seeks to enrich pupils’ experiences. For example, children in Reception attended the theatre in their first few weeks of school. Pupils learn an array of instruments. Many pupils sing with the school choir. They embrace the lunchtime rehearsals and performances. Beyond this, pupils actively engage with the local community, for example visiting a local hospice to display their art, or litter picking in the local area.

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In lessons, pupils focus on their learning. They understand the expectations for learning. A minority of pupils do not listen well when the teacher is talking. In Reception, children share and listen to one another. They celebrate the achievements of others positively.

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The local governing body works closely with the trust. This means it focuses on the priorities of the school closely. Governors support and challenge the school effectively. Staff feel well supported. The trust ensures there is a broad training and networking experience for staff.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The expectations for writing have been raised by the implementation of the writing curriculum. However, this is not emulated in some parts of the wider curriculum. This means pupils do not deepen their writing skills through these subjects. The school and the trust need to ensure that pupils develop their writing coherently across the curriculum.  In a few foundation subjects, the curriculum does not help some pupils to retain their learning well. As a result, they do not remember their work over time. The school and the trust need to make sure pupils revisit their learning in ways that help them to recall more of the knowledge set out in the curriculum. 4 and 5 June 2024

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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). 4 and 5 June 2024

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School details

Headteacher Ross Wolverson (Head of School) Becky Wilson (Executive Headteacher) Website www.winsley.wilts.sch.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Winsley Church of England VC Primary School is part of the Palladian Academy Trust. It is also a church school within the diocese of Salisbury.  The school’s last section 48 inspection, for schools of a religious character, took place in March 2024.  The school provides a breakfast club and after-school care.  The school is run by a head of school. The executive headteacher supports other schools in the trust.  The school uses three unregistered alternative provisions.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 4 and 5 June 2024

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 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors carried out deep dives in early reading, English, mathematics and geography. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors held discussions with the executive headteacher, headteacher, senior leaders and staff. They also met with leaders of the trust, trustees and the governing body, including the chair.  The lead inspector spoke with a representative from the diocese.  The lead inspector listened to pupils in Years 1, 2 and 3 reading to an adult.

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 Inspectors met with groups of pupils to talk about their experiences of school.  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 considered key documentation, including school development plans, minutes of governors’ meetings and reports from the trust.  Inspectors considered the responses to the staff survey, pupil survey and Ofsted Parent View, including the free-text comments.

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Inspection team

Rachel Hesketh, lead inspector His Majesty’s Inspector

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Inspection team

Malcolm Willis Ofsted Inspector 4 and 5 June 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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