The Weatheralls Primary School

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Ruchi Sabharwal Headteacher The Weatheralls Primary School Pratt Street Soham Cambridgeshire CB7 5BH

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Weatheralls Primary School

This letter sets out the findings from the monitoring inspection that took place on 9 January 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school meets the monitoring threshold as set out in the Monitoring Inspection Handbook .

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Weatheralls Primary School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Weatheralls Primary School

During the inspection, I discussed with you, the chief executive officer (CEO) of the trust, two trustees, one local advisory body member and other senior leaders, the actions taken to improve the school since the most recent graded inspection. We also reviewed the ongoing impact of the COVID-19 pandemic. Additionally, I met with curriculum leaders, visited lessons, reviewed pupils’ work and spoke with pupils. I also evaluated school documentation, including the school improvement plan and records of meetings of the local advisory body and of the trust. I have considered all this in coming to my judgement.

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Weatheralls Primary School

Leaders have made insufficient progress to improve the school.

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Weatheralls Primary School

The school should take further action to:  Address gaps in pupils’ foundational knowledge in English and mathematics by ensuring high-quality teaching that systematically supports pupils to catch up and progress in these crucial areas.  Refine its improvement planning by incorporating clear and manageable milestones for each objective, focusing on measurable outcomes that can be easily monitored.

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Main findings

Since the last inspection, the school has faced considerable challenges. These include staffing instability and the ongoing effects of the pandemic. These challenges have hampered progress. The school is committed to addressing these issues. However, it continues to struggle to achieve consistency and to improve pupils’ achievement.

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Main findings

You and other leaders have put systems in place to identify pupils’ learning gaps and guide teaching. These systems are well intentioned and influenced by educational research. However, they have not led to significant improvements in pupils’ achievement, especially in English and mathematics. The delivery of the curriculum is inconsistent. At times, expectations for what pupils can achieve are not high enough. As a result, learning activities are not always designed to match pupils’ needs. Mistakes and misunderstandings are not always addressed promptly. This can leave pupils without the guidance they need to build confidence and succeed in their learning. The school is aware of these shortcomings. However, its approach to monitoring and feedback has not effectively embedded the high-quality teaching outlined in its policies and procedures.

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Main findings

Governance and the trust have supported the school. For example, they facilitate reviews that help identify what is working well and what should improve. However, the school’s improvement plans lack clear, measurable goals. This makes it difficult for leaders to focus their efforts and evaluate the effectiveness of their actions. Without these goals, the school cannot effectively pinpoint the issues affecting pupils’ achievement or address them in a systematic way.

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Main findings

Since the last inspection, the school has made strides in engaging parents and carers and enriching pupils’ wider experiences. Parents particularly appreciate initiatives like the ‘families in class week,’ where they can participate in school activities alongside their child. Pupils value enrichment opportunities. These include extra-curricular clubs and the residential trip, which enhance their enjoyment of school life. Supportive initiatives like the lunchtime club provide safe spaces for pupils who find social times challenging. This ensures that they feel included and cared for. Additionally, safeguarding processes remain robust. Systems like the worry box and access to designated staff offer pupils trusted ways to share their concerns.

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Main findings

The school has worked with external partners, including subject experts, to bring about improvements. However, the impact of this work is unclear. Given the scale of the issues, more external help and resources may be needed, especially to meet the growing needs of pupils with special educational needs and/or disabilities. The impact of the unmet needs of these pupils is currently demanding considerable time and attention from leaders. In turn, this is diverting focus from maintaining consistent, high-quality teaching to meet the needs of all pupils.

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Main findings

I am copying this letter to the chair of the board of trustees, the CEO of the Staploe Education Trust, the Department for Education’s regional director and the director of children’s services for Cambridgeshire. This letter will be published on the Ofsted reports website.

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