Weston Favell CofE Primary School

Inspection of Weston Favell CofE Primary School Westwood Way, Wellingborough Road, Weston Favell, Northampton, Northamptonshire NN3 3HH

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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The headteacher of this school is Sarah Heslop. This school is the only school in Weston Favell CofE Primary School, a single academy trust . The trust is overseen by a board of trustees, chaired by Peter Halstead.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding under its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since October 2014. Since September 2024, schools have not been awarded an overall effectiveness grade. 4 and 5 February 2025

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What is it like to attend this school?

Pupils thrive at this happy and welcoming school. They enact the school values of bravery, kindness and hard work every day. Staff have the highest expectations of pupils. Pupils rise to these by taking pride in their work and achieving well.

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What is it like to attend this school?

Pupils show excellent levels of respect and politeness towards staff and peers. They understand the importance of empathy with people from different faiths and backgrounds. One pupil summed up the views of many when she said that ‘no-one should be treated differently’. Pupils put their learning about fundamental British values into practice. For example, they voted democratically to name the school libraries.

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What is it like to attend this school?

Pupils behave remarkably well. They rightly said that incidents of bullying are rare and dealt with quickly by staff. As a result, pupils feel safe. All pupils have their ‘network hand’ of trusted adults they can speak to if they have any concerns. Older pupils select from a range of meaningful leadership opportunities. They can become members of the school council to have a say in how the school is run. Pupils in the early years make regular visits to a local care home. In this way, pupils make a positive contribution to the community in and out of school.

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

The school has designed an engaging and ambitious curriculum. It is carefully sequenced across all subjects starting in pre-school and building to Year 6. The school has identified the essential knowledge and vocabulary that pupils need. Staff have identified historical concepts such as power and conflict which are mapped across the curriculum. There are frequent opportunities for pupils to build on what they have learned before.

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

Staff have strong subject knowledge. They check pupils’ understanding of the curriculum often. Staff address any misconceptions as they arise. As a result, pupils know exactly how to make improvements to their work. They make connections between their learning in different subjects. Children get off to a strong start in the early years. Staff plan for high-quality communications with children. These help them to make rapid progress, often from low starting points. Pupils are exceptionally well prepared for the next stage of their education.

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

The school has developed strong systems for identifying and supporting an increasing number of pupils with special educational needs and/or disabilities (SEND) and who speak English as an additional language (EAL). Teachers and skilled support staff work together to make helpful adaptations to the curriculum. These enable pupils with SEND and EAL to achieve highly.

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

The school is a language-rich environment. The English curriculum is planned around a diverse range of quality texts. There is high ambition for pupils to read confidently and for pleasure. All staff have received phonics training. They deliver the school’s programme with fidelity and expertise. The school puts appropriate support in place where needed so that pupils can catch up. Pupils take home well-matched decodable books and a suitable 4 and 5 February 2025

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library book each week. Staff check how much pupils are reading at home. They run workshops for parents and carers so that they know how to read with their child. Older pupils enjoy developing their reading fluency and comprehension skills. They speak with enthusiasm about frequent visits to the school and local libraries.

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There are high expectations of pupils’ behaviour. These are established in the early years. Staff build the curriculum effectively so that taught sessions support young children to concentrate. This prepares them well for key stage one. Pupils enjoy coming to school. Rates of attendance are high. The school engages with families on the rare occasion that this is not the case. Together they remove any barriers to attendance.

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There are many exciting ways in which pupils can develop their talents and interests. Pupils attend a variety of clubs such as sports, chess and art. They are members of the choir and can learn to play a musical instrument. Take-up of these opportunities is strong. Staff provide a range of outings and guest speakers. These help to make pupils’ learning memorable. From the early years, pupils visit places of cultural interest such as the theatre. Pupils learn about other faiths through outings to places of worship. The school prioritises pupils’ ability to work with others through residential trips. Older pupils visit secondary schools and a local university. This carefully planned and rich offer prepares pupils well for their future lives.

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Trustees are effective in their challenge and support of the school. Staff value the opportunities for high-quality professional development that the school offers. They appreciate leaders’ regard for their workload and well-being. Staff are proud to work at this school.

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Safeguarding

The arrangements for safeguarding are effective.

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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 4 and 5 February 2025

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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 February 2025

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School details

Date of previous inspection 15 and 16 October 2014, under section 5 of the Education Act 2005

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Information about this school

 The headteacher took up her post in September 2022.  The school does not currently use any alternative provision.  The school is part of a single-academy trust: the Weston Favell CofE Primary School trust.  The school has breakfast and after-school clubs.  This is a Church of England school, within the diocese of Peterborough. The most recent section 48 inspection took place in November 2021.  The school works in partnership with Northampton Primary Academy trust.

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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 4 and 5 February 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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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.  Inspectors met with leaders and staff in the school, including those responsible for the quality of education, behaviour, attendance, personal development, safeguarding and early years.  Inspectors met with members of the board of trustees. They also spoke to representatives from the diocese.  Inspectors spoke to representatives from the Northampton Primary Academy trust.  Inspectors carried out deep dives into early reading, history, mathematics and science. 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

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samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, inspectors spoke to pupils to discuss their views about the school.  To evaluate the effectiveness of safeguarding, 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 inclusive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed staff, parent and pupil responses to Ofsted’s surveys, including Ofsted Parent View.

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Inspection team

Lisa Strong, lead inspector His Majesty's Inspector

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Inspection team

Joanne Sanchez-Thompson Ofsted Inspector

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Inspection team

Natalie Hackett Ofsted Inspector 4 and 5 February 2025

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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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