Wenhaston Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Wenhaston Primary School Hall Road, Wenhaston, Halesworth, Suffolk IP19 9EP

p.1

Outcome

Wenhaston Primary School has taken effective action to maintain the standards identified at the previous inspection. The headteacher of this school is Chris Stone. This school is part of Asset Education, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Clare Flintoff, and overseen by a board of trustees, chaired by Simon Evans-Evans.

p.1

What is it like to attend this school?

The school’s philosophy is that it takes a ‘village to raise a child’. Throughout their time at school, pupils enjoy community events and visits from local businesses and services. Pupils are proud to prepare food, cook and serve at the school’s community lunches. This is just one example of the many enriching experiences that pupils have.

p.1

What is it like to attend this school?

The nurturing ethos permeates the school. Staff have warm and trusting relationships with pupils. Hence, pupils behave well. They look after one another when they play, for instance, they check that others have their turn on the playground equipment. Pupils are independent and use their initiative. They organise team games in social times and divvy up the roles they are to undertake in group work in lessons.

p.1

What is it like to attend this school?

Staff have high expectations of what pupils can achieve. The sharp focus on the development of oracy means that children in early years learn a wide vocabulary. Older pupils are mature in their reflections of their learning. They care about doing well in their work, are curious to find out more and achieve well. For instance, after their forest school session, key stage 1 pupils queried why it was the case that Scottish bluebells were different to those that are native to Suffolk.

p.1

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

A revamp of the school’s curriculum is paying dividends as children and pupils are well prepared for their next stage of education. The curriculum is well-sequenced with 29 April 2025

p.1

2

considered opportunities for pupils to apply learning to real life. The recent planetarium visit, for example, enabled pupils to develop their knowledge and understanding of astronomy and recall scientific facts they had learned in lessons. Pupils learn how to communicate effectively and become positive global citizens, how to be resilient and aim high with what they learn and do. These ‘drivers’ are well established through the school’s curriculum, enrichment and assembly programmes.

p.2

2

Staff understand clearly what they should teach and how. The ‘Wenhaston Way’ subject guides provide a useful blueprint for staff to follow. Ongoing training from the school and trust ensures that staff remain up to date with the latest educational thinking. Teachers are knowledgeable about the subjects they teach. They explain new learning clearly and precisely. For instance, pupils learn quickly how to play the recorder due to the effective modelling of what to do by staff. Similarly, staff’s deliberate use of ambitious vocabulary in Reception helps children articulate more complex ideas. On occasion, staff do not spot quickly when pupils are ready for more complex work. This slows some pupils who have a thirst to do more and are keen to deepen their knowledge and understanding.

p.2

2

Pupils at the early stages of learning to read receive effective support. They develop phonics knowledge at pace. Sometimes, pupils are less confident to use this knowledge and lapse into ‘sounding out’ words they are familiar with. The school has identified this and has put in place further strategies to help pupils read fluently. For example, staff ensure that pupils who need extra support practise recognising tricky words so they can see them easily when they read. The one-to-one support sessions help struggling readers to catch up quickly. Pupils enjoy reading and talk enthusiastically about their favourite authors.

p.2

2

The school has effective procedures to identify when children and pupils have barriers to learning or attending school. Staff actively seek specialist advice from external agencies and use the information they provide to adjust support accordingly. They make careful adaptations to the curriculum, such as tailoring resources and activities. This helps pupils with special educational needs and/or disabilities (SEND) to successfully achieve their individual targets as well as access the curriculum fully. The school’s close work and partnership with parents and carers also has a significant impact. Pupils who struggled to attend school in the past now attend on a regular basis.

p.2

2

The school’s programme to support pupils’ broader personal development is wide ranging. Pupils are active participants in important decision-making. For instance, they have the agreement of the trust to make changes so that the school is sustainable. Pupils have plans in place to grow their own vegetables and reduce food waste. They are keen to represent their school at the trust’s pupil parliament. Pupils work collaboratively with local community organisations to help families in need. Such opportunities help pupils develop into well-rounded citizens.

p.2

2

Trustees and governors have an accurate understanding of the school and the quality of its provision. They provide valuable support and appropriate challenge. Staff appreciate the consideration leaders show for their well-being and work-life balance. For example, 29 April 2025

p.2

3

they ensure that staff complete any mandatory training in staff meetings rather than in their own time.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Sometimes staff do not readily see when pupils have finished their work or when they are secure in their understanding and able to move on to more complex work. When this occurs, some pupils’ progression through the curriculum slows. The school should ensure that staff sharpen their formative assessment practice, so they readily move pupils on in their learning.

p.3

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.

p.3

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.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

p.3

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. 29 April 2025

p.3

4

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 29 April 2025

p.4

School details

Dates of previous inspection 15 and 16 January 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 The headteacher joined the school in September 2021.  The school runs a breakfast club and an after-school club.  The school uses one registered alternative provision.

p.5

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.  Inspectors met with the CEO of the trust, deputy CEO, trustees and representatives from the local governing body. They also met with the headteacher, the senior teacher, the special educational needs coordinator and staff. 29 April 2025

p.5

6

 Inspectors considered the improvements that leaders are undertaking in the school, such as the development of the oracy curriculum.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors spoke to groups of pupils about their personal development and experiences of behaviour. They observed pupils in lessons and during their social time.  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 safeguarding that puts pupils’ interests first.  Inspectors considered the responses to the Ofsted Parent View questionnaire and the free-text comments that were submitted. They also took account of the responses to the confidential Ofsted surveys for staff and pupils.

p.6

Inspection team

Liz Smith, lead inspector His Majesty’s Inspector

p.6

Inspection team

Ryan Freeman Ofsted Inspector 29 April 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7