Winterslow Church of England Primary School

Inspection of Winterslow Church of England Primary School Middle Winterslow, Salisbury, Wiltshire SP5 1RD

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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

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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 headteacher of this school is Kate Malcolm. This school is part of Pickwick 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, James Passmore, and overseen by a board of trustees, chaired by Rob Ward. 9 and 10 July 2024

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What is it like to attend this school?

Winterslow Church of England Primary School is a place where pupils ‘explore, discover and sparkle’. Pupils enjoy coming to school and attend well. The ‘gem’ rewards motivate pupils to engage well with their learning.

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What is it like to attend this school?

The school has high expectations of pupils’ behaviour. Most pupils live up to these. Pupils have positive attitudes to learning and sustain their concentration well. Pupils benefit from the strong and caring relationships they have with adults in school. They trust adults to help them with any concerns. As a result, pupils are happy and feel safe.

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What is it like to attend this school?

Pupils enjoy the regular opportunities to take part in sporting events. The school makes clear that participation in these events is as important as performance. Pupils receive rewards for showing respect and compassion in sport.

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What is it like to attend this school?

The school supports pupils’ wider development well. Pupils enjoy attending clubs including choir, eco and coding club. They deepen their curriculum knowledge through visits, for example to a Roman site. Pupils talk enthusiastically about their roles as school councillors and collective worship leaders. This gives them a voice within school and helps to develop pupils’ character.

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better?

The school has designed an ambitious curriculum. It has identified the knowledge it wants pupils to learn in most subjects as they move through the school. This starts in the Reception Year. This knowledge is well sequenced so that pupils build on what they already know. In some wider curriculum subjects, the knowledge the school wants pupils to learn is not identified precisely enough. Where this is the case, pupils develop gaps in what they know and remember.

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better?

The school has implemented an effective phonics programme that children learn as soon as they start school. Adults are experts in the teaching of early reading. They check that pupils understand what they have learned and help them to correct errors. This means pupils deepen their knowledge well. Pupils who are at risk of falling behind receive extra support, which helps them to keep up. Children in Reception Year recall and blend sounds into words. They use this knowledge to write accurate sentences. Adults model language and vocabulary well. This supports children to develop their own language.

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better?

Pupils read a wide range of books. These books help them to develop their understanding of diversity. Older pupils talk with enthusiasm about reading. They are eager to share their reading books. They say, ‘Listening to stories makes your mind forget about everything else.’

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better?

The school has an accurate understanding of the needs of pupils with special educational needs and/or disabilities (SEND). Pupils receive adult support and use 9 and 10 July 2024

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classroom resources to help them access the same school curriculum as their peers. As a result, pupils with SEND progress well through the curriculum.

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In most curriculum subjects, the work pupils complete helps them to learn the curriculum and deepen their knowledge. In some wider curriculum subjects, teachers do not always have the subject knowledge they need in order to design learning that supports pupils to build on what they know. This means a small number of pupils do not progress as well through the curriculum.

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The school is calm and orderly. Pupils are polite and they behave well. Older pupils set a good example to younger pupils. Pupils focus well during lessons and there is little disruption.

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The personal, social and health education curriculum teaches pupils to keep themselves mentally and physically healthy and safe. This starts in Reception Year, where children learn to develop respect for themselves and each other. As pupils move through this curriculum, they learn about different world views and religions. This means they think about, reflect on and challenge injustice.

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Pupils learn about the importance of being a responsible citizen. They organise and lead a range of events that make a positive contribution to their school and the wider community. For example, they raise money for the school by selling cakes and ice creams. This work supports them to develop a sense of money and budgeting. The curriculum and school assemblies support pupils’ understanding of fundamental British values and protected characteristics. Pupils know that everyone at school is equal. They show fairness in the way they treat each other. Pupils learn about the importance of democracy and how having a voice in school can bring about positive change.

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Governors and trustees have an accurate understanding of the school’s strengths and development areas. They provide support and challenge to ensure the school continues to improve.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some wider curriculum subjects, the school has not identified the precise knowledge they want pupils to learn. This means there are gaps in what pupils know and remember. The trust needs to ensure that the key knowledge that pupils need to learn is precisely defined and gaps in knowledge are addressed.  In some wider curriculum subjects, the learning provided for some pupils does not help them to build their knowledge well. The trust needs to ensure that 9 and 10 July 2024

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teachers are supported to develop their subject knowledge to design purposeful learning that supports all pupils to build knowledge well over time.

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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). 9 and 10 July 2024

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CEO of the trust

Rob Ward James Passmore Headteacher Kate Malcolm

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CEO of the trust

Date of previous inspection Not previously inspected

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Information about this school

 Winterslow Church of England Primary School converted to become an academy in August 2021. When its predecessor school, Winterslow Church of England Primary School, was last inspected by Ofsted, it was judged to be good overall.  The school is a Church of England School and is part of the diocese of Salisbury. The most recent section 48 inspection took place in May 2017. The school was judged to be good overall.  The school uses one alternative provider.

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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. 9 and 10 July 2024

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 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.  Inspectors carried out deep dives in these subjects: early reading, maths and geography.  For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  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.  Inspectors held discussions with the headteacher, subject leaders, the inclusion

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manager, teaching staff and administration staff.  The lead inspector met with members of the local governing committee, trustees and the chief executive officer.  The lead inspector listened to pupils from Years 1, 2 and 3 read to an adult.  Inspectors observed pupils’ behaviour in lessons and around the school site. In addition, they met with pupils informally and formally to hear their views.  The lead inspector considered the responses to Ofsted’s online survey for parents, Ofsted Parent View. She also took into consideration the responses to the survey for pupils and staff.

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Inspection team

Caroline Musty, lead inspector Ofsted Inspector

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Inspection team

Michelle Williamson Ofsted Inspector 9 and 10 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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