Willington Primary School

Inspection of Willington Primary School Trent Avenue, Willington, Derby, Derbyshire DE65 6DN

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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 Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 12 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time. From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. 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. 2 and 3 July 2024

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What is it like to attend this school?

Willington Primary School has a strong sense of community. There is a clear vision to ensure that it is a place ‘Where Pupils Succeed’. This is a mantra for pupils and staff alike. The school’s values of ‘REACH: respect, empathy, aspiration, collaboration, honesty’, guide pupils successfully in their actions. They help them explore who they are and how they should treat others.

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What is it like to attend this school?

This is an inclusive school. It is resolutely focused on doing the best for all its pupils. Pupils with special educational needs and/or disabilities (SEND) do particularly well. Pupils are respectful of the characteristics that make people similar and different.

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What is it like to attend this school?

Pupils are happy attending this school. They rise to the high expectations the school has for behaviour. Lunchtime is a joyous occasion because pupils have access to a lot of activities. The school makes sure pupils look after themselves. They learn how to climb trees safely and make dens.

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What is it like to attend this school?

There are many opportunities for pupils to make a positive difference to others and the school. School councillors bid for funding to make a science pond. Librarians organise the library and order exciting new books. Playground pals make sure everyone has fun at playtime.

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better?

Learning to read is a priority at this school. Staff expertly support pupils to learn phonics. The school makes sure books carefully match the stage pupils are at. Pupils read confidently and fluently. The reading curriculum is delivered in a way that supports pupils to develop a deep understanding of an author’s intentions. The school chooses books to enhance pupils’ learning across the curriculum. The library is a calm yet stimulating place. Pupils enjoy story time at the end of each day. The school has introduced a new approach to the teaching of writing where pupils write more frequently and at greater length. The quality of writing in pupils’ workbooks is of a good standard and has led to improvements in outcomes.

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better?

Throughout the school there is an ambitious curriculum in place. In most subjects the school sets out clearly how it wishes the curriculum to be taught. Knowledgeable staff link learning within and across subjects. For example, in mathematics and art, new knowledge is broken down into manageable steps, lesson by lesson. Pupils understand chronology and causal events in history. They reason and recognise that sometimes history can be representative of someone’s opinion and not necessarily fact. However, in a few subjects, the curriculum does not make clear the most important content pupils need to know and remember. Therefore, in such subjects pupils do not build a strong knowledge base over time. Where curriculums are well established subject-specific vocabulary is promoted well by staff, which enriches pupils’ knowledge. Pupils use this to explain their learning. In a small number of subjects, the school has not yet checked how well the curriculum is being

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implemented. As a result, clear guidance is not yet provided on how to improve the teaching of the curriculum in these subjects.

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Learning in the early years is made fun for children. As soon as a child obtains a place at school, they receive a ‘happy hedgehog’. This helps the school and families share information before they start at the provision. Children settle in quickly. Relationships between staff and children are strong and warm. Carefully considered activities help children learn in exciting ways. Children concentrate for long periods of time. Excitedly, they tell adults what they have learned. Children work well together sharing spaces, toys and activities. The school teaches children how to look after themselves, to eat healthily and to be safe. Children understand the importance of rules and want to do the right thing.

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There is a respectful and positive culture in and around the school. Pupils say behaviour is good. ‘Ask it baskets’ encourage pupils to share worries and concerns. Pupils know the school will take these seriously. ‘Carrot’ tokens reward those pupils who demonstrate courteous and respectful behaviours. Pupils receive these with pride. Pupils enjoy coming to school. The school makes sure that they understand the importance of attending regularly.

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The school supports pupils with SEND well. It ensures that their needs are identified, understood and catered for. Bespoke adaptations ensure that these pupils make gains in their learning. It is an inclusive school where all feel welcome.

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The school ensures that pupils benefit from rich and varied experiences. There are a wide range of clubs to take part in. Pupils play instruments such as the oboe and flute alongside an orchestra. Pupils understand the significance of British values. They articulate in a mature manner what would happen if democracy and the rule of law did not exist.

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Leaders have established a renewed ambition for the school to be the best it can be. The school has ensured that any necessary changes have been introduced with precision and determination. There is a sense of unity and purpose. This extends to parents and their children. Parents talk about the ‘close village feel’ of this school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the curriculum does not make clear the most important content pupils need to know and remember. Therefore, pupils do not build a strong knowledge base over time. Leaders should ensure that key knowledge in these 2 and 3 July 2024

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subjects is set out in more detail so it is clear what pupils should know and by when.  The school is still developing some aspects of its leadership. In a small number of subjects, the school has not yet checked how well the curriculum is being implemented. As a result, clear guidance is not yet provided on how to improve the teaching of the curriculum in these subjects. The school should ensure that all leaders have the skills and expertise they need so that they can lead their subjects and support teachers effectively.

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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). 2 and 3 July 2024

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School details

Appropriate authority The governing body

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School details

Website www.willington.derbyshire.sch.uk

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School details

Dates of previous inspection 13 and 14 November 2012 under section 5 of the Education Act 2005

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Information about this school

 Since the last inspection four different headteachers have led the school. The current headteacher joined the school in January 2023 and the deputy headteacher joined in April 2023.  There is a before-school club managed by the school and an after-school club managed by an external provider.  The school does not make use of any alternative providers.

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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.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 2 and 3 July 2024

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 Inspectors held meetings with the headteacher and the special educational needs coordinator (SENCO).  Inspectors carried out deep dives in four subjects: reading, mathematics, history and physical education (PE). To do this, they met with curriculum leaders, visited lessons, looked at samples of pupils’ work, listened to pupils read and met with teachers and pupils. They also looked at curriculum documentation for reading, writing, religious education (RE), design and technology and personal, social, health and economic (PSHE) education.  The lead inspector met with four members of the governing body including the chair.  The lead inspector met with a local authority representative.  Inspectors took account of the responses to the Parent View, including free-text responses and Ofsted’s survey for school staff. An inspector spoke informally to parents at the beginning and end of the school day.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single

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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.  Inspectors considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime. They scrutinised the school’s records for attendance and behaviour.

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Inspection team

Mark Anderson, lead inspector His Majesty's Inspector

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Inspection team

Gary Fullwood Ofsted Inspector 2 and 3 July 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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