Wyken Croft Primary School

School

Wyken Croft, Wyken, Coventry, West Midlands CV2 3AA

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School

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 5 and 6 November 2024

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What is it like to attend this school?

Wyken Croft is a place where everybody cares about each other. Despite being a large school, pupils and parents feel they belong to a close family. Pupils with special educational needs and/or disabilities (SEND) receive high-quality support and are included in all aspects of school life.

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What is it like to attend this school?

The school is working to improve how it teaches reading to support pupils to achieve better in this subject. There is more work to do to realise this ambition. However, leaders, supported by a dedicated team, understand how to achieve this.

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What is it like to attend this school?

Pupils behave well and demonstrate good manners towards each other and those visiting their school. They know what bullying is and that they should report incidents to trusted adults. Pupils understand that differences are to be celebrated. Pupils understand the importance of being resilient when things become challenging.

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What is it like to attend this school?

Pupils enjoy holding leadership positions. Some become junior leaders, completing tasks such as ordering equipment for the playground and interviewing teachers. Others act as sports leaders or reading champions responsible for organising and promoting these subjects. By the end of their time at this school, pupils have the chance to hold a leadership responsibility, which develops pupils’ confidence and independence.

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

The school prioritises the wider personal development of pupils. It has successfully ensured that the ‘Seven Steps to Success’ are a common set of values understood by all. ‘Everyone matters; everyday counts; every achievement celebrated’ is the ambition that drives school improvement. Staff are well supported in their work and feel that their well- being matters to leaders. They receive professional development opportunities to support them in delivering the curriculum.

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

Since the last inspection, the school has redeveloped many aspects of the curriculum. All subjects now have clear learning sequences that identify the important knowledge the school wants pupils to know and remember. In mathematics and writing, pupils demonstrate a secure understanding of their learning and use what they have learned previously to support them with new learning. This is helping pupils to achieve well.

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

However, in some subjects, some pupils are unable to recall their prior learning. They sometimes struggle to link the knowledge they learn to the subjects they study. This means that some pupils are unable to make connections between what they know to new learning. Sometimes, checks on pupils’ knowledge do not identify when pupils do not understand important concepts.

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

Children in the early years get off to a strong start at school. They share stories, learn rhymes and develop an understanding of the world around them. Some children arrive at school with significant language and communication difficulties. They are well supported to express themselves and control their emotions. Children show an increasing readiness 5 and 6 November 2024

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to learn. They learn to listen to instructions and develop strength and balance when playing outdoors. Children make the most of the vibrant learning environment. They engage in activities for increasing periods and demonstrate the ability to cooperate and be kind to each other.

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Pupils at the early stages of reading are well supported. They read books that are closely matched to the sounds they know and receive timely support when they fall behind. Many pupils leave key stage 1 being able to decode accurately. However, despite recent changes to the teaching of reading, some pupils are unable to read fluently. This prevents some from being able to comprehend what they read at an age-appropriate level.

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Pupils with SEND are well supported. Those with the most complex needs have personalised programmes, designed to support their emotional and learning needs. The school works effectively with outside agencies and parents to develop strategies to support pupils’ learning. Learning is adapted to enable pupils with SEND to make progress through the school’s curriculum.

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The school’s work to improve the attendance of pupils who were previously away from school too often is a strength. Leaders work in partnership with parents to understand the importance of their children being in school each day. They help families by providing extra provision and support and this has improved some pupils’ attendance significantly.

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The school’s approach to managing behaviour is successful. Pupils who need additional help are supported to manage their emotions and responses. Opportunities to complete ‘Bee Amazing’ booklets support pupils to focus on the things they do well. Pupils learn that it is their responsibility to be ready and respectful and feel that doing so makes their school a nice place to attend.

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The school provides a wide range of clubs to develop pupils’ talents and interests. Taking part in yoga, astronomy, debating or attending one of many sports clubs are just a few of the things that pupils enjoy doing. Many pupils also enjoy the ‘Whilst at Wyken’ wider enrichment opportunities, which include residential visits or trips to Paris and Coventry.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Despite the recent changes to the teaching of reading, some pupils are unable to read fluently. This prevents some pupils from being able to comprehend what they read at an age-appropriate level. The school should ensure that new approaches to the teaching of reading are implemented consistently and ensure that all pupils can read at an age-appropriate level. 5 and 6 November 2024

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 In some subjects, some pupils are unable to recall their prior learning. They sometimes struggle to link the knowledge they have to the subjects they study. This means that some pupils are unable to make connections between what they know to new learning. The school should ensure that pupils’ understanding is checked and misconceptions addressed.

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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). 5 and 6 November 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 13 June 2019, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative providers.  The school operates a before- and after-school provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation 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. 5 and 6 November 2024

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 Inspectors met with a range of leaders, including those responsible for the curriculum, teaching and learning, behaviour, attendance, personal development and safeguarding.  Inspectors carried out deep dives in these subjects: early reading, English, mathematics, history and music. For each deep dive, the 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. The lead inspector also heard a selection of pupils read.  Inspectors also considered the curriculum in other subjects such as computing, art and design, religious education and science.  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

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safeguarding that puts pupils’ interests first.  The lead inspector spoke with the local authority senior adviser.  The lead inspector met with the chair of the governing body and two other governors.  Inspectors considered the survey responses to Ofsted Parent View and the free-text comments from parents.  Inspectors also evaluated the responses to the staff and pupil surveys.

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Inspection team

Tony Bradshaw, lead inspector His Majesty’s Inspector

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Inspection team

Emma Titchener Ofsted Inspector 5 and 6 November 2024

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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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