Widey Court Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Widey Court Primary School Widey Lane, Crownhill, Plymouth, Devon PL6 5JS

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Outcome

Widey Court Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Shaun Nicholls. This school is part of Connect 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 (CEO), Stuart Bellworthy, and overseen by a board of trustees, chaired by Ian Mitchell.

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What is it like to attend this school?

Widey Court Primary is a large school with a warm, family atmosphere greatly appreciated by the families it serves. The school’s values lie at the heart of school life. Staff and pupils consistently demonstrate these values in their attitudes and behaviours. The school is a safe, caring community where everyone feels they belong.

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What is it like to attend this school?

Staff are aspirational and have high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils try their utmost to live up to these expectations. They work hard and engage fully in their learning. As a result, pupils achieve well.

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What is it like to attend this school?

Pupils enjoy school and their behaviour is exemplary. Staff deal with any very occasional incidents of poor behaviour effectively. Pupils trust staff to help them with any worries they may have.

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What is it like to attend this school?

The school promotes pupils’ personal development exceptionally well. Pupils develop self- confidence and build self-esteem. They enjoy a wide range of extra-curricular clubs. For example, the successful field gun club where pupils learn to work as a team and build resilience is very popular. By the time pupils reach the end of Year 6 they are well- rounded individuals who are thoroughly prepared for secondary education. 4 and 5 February 2025

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

The curriculum, including in early years, sets out the key skills and knowledge that pupils will learn over time. Teachers deliver subject content in a logical order. This supports pupils to build on what they already know as well as learn new and more complex concepts.

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

Staff have strong subject knowledge. They select learning activities that help pupils to secure the knowledge they have been taught. Pupils with SEND receive high-quality provision. Careful identification of pupils’ individual needs enables staff to provide targeted interventions and support. This enables these pupils to learn the curriculum alongside their peers.

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

Pupils routinely revisit their learning, which helps them to remember important knowledge. Teachers help pupils to develop their subject-specific vocabulary, which enables pupils to use precise language when explaining their work. For example, pupils confidently use words such as ‘chassis’ when describing their work in design and technology.

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

The school has prioritised reading, with staff trained to deliver the phonics programme effectively. Children begin learning to read as soon as they start in Reception. Staff provide effective support for those needing extra help. This builds pupils’ confidence, helping most to become fluent, accurate readers.

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

The school has a well-thought-through approach to teaching writing. This supports pupils to learn the skills needed to become confident writers. However, the school’s high expectations of the quality of pupils’ writing are not always applied consistently across the curriculum. There is inconsistent checking of the accurate use of grammar and punctuation in some subjects. This means that pupils who need support with this do not always reach the high standards that the school expects in their writing across the curriculum.

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

In the early years, an exciting environment that is rich with learning experiences nurtures children’s learning. There is a strong focus on developing children’s early numeracy and literacy skills. For example, children acquire the physical skills they need to prepare them for early writing.

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

Attendance is high. Staff build excellent, trusting relationships with parents and carers. This enables the school to provide effective help and support to families where attendance is a concern. The high-quality curriculum and the warm, positive relationships that pupils develop with staff make the school a place pupils want to come to.

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

There is an exceptionally strong focus on promoting pupils’ personal development and positive mental health. Pupils who need help to play cooperatively at playtimes have a space to go to. Here, skilled staff provide focused support to enable these pupils to play games with their friends successfully. Pupils have a remarkable, in-depth understanding of fundamental British values. They speak maturely about the importance of equal 4 and 5 February 2025

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opportunities for all. This prepares pupils well to become active citizens in the culturally diverse communities found in modern Britain.

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Leaders at all levels work collaboratively to continually improve the school. There is a strong, shared understanding of the school’s strengths and areas that need to develop further. Trustees and governors have robust processes in place to ensure they are well informed about the impact of the school’s work. This gives them the insight they need to hold leaders to account. Staff feel highly valued. They greatly appreciate the support that school and trust leaders show for their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, checking of pupils’ grammar and punctuation is not used well enough to identify errors. This means that pupils repeat grammar and punctuation errors and do not achieve the depth of writing the school expects. The school should ensure that staff accurately identify errors and misconceptions in pupils’ writing in all subjects.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, Widey Court Primary, to be good for overall effectiveness in September 2012. 4 and 5 February 2025

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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). 4 and 5 February 2025

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School details

Date of previous inspection 14 May 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Connect Academy Trust.  The school does not currently use any provider of alternative provision.  There is a before- and after-school club managed by the school.

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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.  The inspectors met with the headteacher, trust leaders, trustees and two representatives of the local governing body. 4 and 5 February 2025

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 Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and at social times. They spoke with different groups of pupils to discuss their views of the school, their learning, their behaviour and safety.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View, and also took into consideration the responses to the staff survey and pupil survey.

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Inspection team

Mark Burgess, lead inspector Ofsted Inspector

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Inspection team

Andrew Lovett 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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