Eileen Wade Primary School

Eileen Wade Primary School

Address: High Street, PE28 0ND Unique reference number (URN): 109443

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have a comprehensive understanding of pupils’ backgrounds and needs. They use this knowledge well to ensure that pupils receive highly effective support. This includes pastoral support that is put in place rapidly when needed. Leaders work closely with families to remove barriers to attendance. As a result of these actions, pupils' attendance is above the national average.

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Attendance and behaviour Strong standard

Pupils are motivated to work well. Staff all have the same high expectations for them. Poor behaviour is extremely rare. Older pupils act as positive role models for younger ones and see this as an important responsibility. They organise clubs and events, such as table tennis tournaments, for younger pupils. The school reinforces positive behaviour, for example by rewarding pupils who show good table manners or who help younger pupils in the dining hall. If there is a need to adapt provision, such as for pupils with special educational needs and/or disabilities, or pupils who present with challenging behaviour, this is done in a positive and caring way. When required, the school seeks expert advice to ensure these pupils are well supported.

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Personal development and well-being Strong standard

The school encourages pupils to regularly reflect on issues that affect life beyond their school. Pupils are reflective and are taught to ask well-considered questions. Through assemblies, pupils develop their moral and spiritual understanding. Pupils are clear that everyone is welcome in their school. They can give examples of how they have made friends with pupils who have joined the school from other countries. The school actively promotes British values. Pupils learn about democracy, fairness, respect for the rule of law and individual liberty through everyday school life. These experiences help pupils develop strong character traits such as responsibility, resilience and respect. Pupils are polite, respectful and welcoming. They show enthusiasm for all aspects of school life. This demonstrates how well prepared they are for life beyond primary school.

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Personal development and well-being Strong standard

The personal, social and health education is well planned and taught effectively. Pupils remember key concepts and speak confidently about what they have learned. Staff know individual pupils exceptionally well. This enables them to identify promptly when anyone needs extra pastoral support. Pupils speak positively about how supportive and caring this is. Pupils are taught to keep themselves safe, both online and offline, and are clearly able to explain how to do this.

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Personal development and well-being Strong standard

All pupils take part in the wide range of opportunities beyond the core curriculum, including those pupils who have special educational needs and/or disabilities or who are disadvantaged. Despite the small size of the school, pupils benefit from a broad range of cultural experiences that enrich their learning and support their personal growth. These opportunities are progressive over time. They include outdoor learning and community action that lead to formal awards that increase in challenge each year. These activities help to increase pupils' self-esteem and confidence.

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Achievement Expected standard

Pupils generally achieve in line with the national averages at the end of Year 6. They demonstrate secure knowledge in reading and writing through their English and mathematics work. Pupils’ achievement in the Year 4 multiplication check is above average and reflects teachers’ clear delivery of the mathematics curriculum. This enables pupils to do well. Most pupils pass the phonics check at the end of Year 1.

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Achievement Expected standard

Disadvantaged pupils progress well. Staff identify the gaps in their learning and provide highly targeted support to help them fill these.

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Achievement Expected standard

Pupils do not use their well-developed writing skills as effectively in some subjects as they do in English. Therefore, they are more likely to miss capital letters and punctuation in the wider curriculum. Pupils also do not consistently use their phonics knowledge when attempting to spell unfamiliar words. As a result, some pupils do not write as accurately in other subjects as they should.

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Curriculum and teaching Expected standard

Leaders have ensured that an ambitious and comprehensive curriculum is in place. Most classes are mixed-age and leaders have designed the curriculum so that pupils build their learning in a clear sequence over time. They have trained staff well, particularly in the delivery of core areas such as English and mathematics. For example, leaders ensure that staff skilfully use images and models to help pupils understand number. Vocabulary is taught in a clear and simple way. Teachers explain new words and remind pupils about them so that pupils remember and use them. Leaders make sure that pupils develop secure early writing skills. In English lessons, this includes how to form letters and how to write simple sentences. Teachers break this learning into small, manageable steps so that pupils can remember it and build on it over time. Leaders prioritise early reading and make sure that pupils start learning to read as soon as they join the school. They provide a wide range of

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Curriculum and teaching Expected standard

books for pupils, including texts that reflect life in modern Britain and beyond.

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Curriculum and teaching Expected standard

Leaders ensure that pupils with special educational needs and or disabilities (SEND) have the right support and resources they need to access the same curriculum as their peers. This includes things like visual aids, reminders and step-by-step guidance. Additional support from staff helps pupils with SEND keep up with reading, writing and mathematics.

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Early years Expected standard

From the start of the Reception Year, there is a high emphasis on speaking, communication and ensuring that children use the correct vocabulary. Staff model spoken language well through the various activities and group tasks. Leaders ensure that reading is taught right from the start. Children love sharing books with the staff. They take part in a wide range of activities that help them develop fine and large motor skills in preparation for writing. Most children can write clearly and at length by the end of the Reception Year. The school works closely with parents and carers to support children’s development.

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Early years Expected standard

Leaders use assessment at the start of the Reception Year to identify any children with special educational needs and/or disabilities. The school accesses external training where needed to support children with the right help. They use this information to put the right support in place early, helping children to get off to a positive start in their learning.

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Early years Expected standard

By the end of the Reception Year, most children, including those who are disadvantaged, are well prepared for the learning in Year 1.

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Inclusion Expected standard

Leaders and staff get to know pupils really well, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders rapidly identify any needs as soon as pupils start at the school. They seek external advice when required and provide effective training for staff. Pupils with SEND receive carefully planned adaptations so they can access the same learning as their peers. As a result of this targeted support, pupils with SEND progress well.

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Inclusion Expected standard

All disadvantaged pupils take part in the same high-quality activities as others. Leaders can clearly explain the positive impact this has on pupils’ success because they know each individual well.

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Inclusion Expected standard

Leaders ensure that quality pastoral support is available. They put this in place promptly as and when it is needed. They base this support on their secure knowledge of individual families, including those previously known to social care. Leaders foster strong aspirations for their pupils, finding what pupils are passionate about and supporting them to follow this.

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Inclusion Expected standard

The school does not use any alternative provision.

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Leadership and governance Expected standard

Leaders know their school well. They understand its strengths as well as the areas that need further improvement. Their priorities for improvement are correctly focused on improving pupils' use of early writing skills across the curriculum. They have ensured that staff are well trained, particularly in the delivery of the core subjects of English and mathematics. This supports continual improvement.

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Leadership and governance Expected standard

The school has made sure that there is leadership time dedicated for pupils with special educational needs and/or disabilities. This means staff receive the right guidance, training and support to meet pupils’ individual needs. Leaders also make sure that disadvantaged pupils are able to benefit from the same opportunities as everyone else.

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Leadership and governance Expected standard

Governors ensure that they hold leaders appropriately to account. They provide appropriate support and challenge, which helps to promote ongoing improvement across the school. They maintain a clear focus on ensuring that resources are used appropriately to meet the needs of pupils. Governors also carry out their statutory duties, such as checking on safeguarding practice.

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Leadership and governance Expected standard

Staff enjoy working at the school and feel that their wellbeing is supported by leaders. This helps to create a positive and supportive environment, which helps pupils to achieve well.

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What it's like to be a pupil at this school

Pupils are very happy at this school and many do well. They feel safe because adults know them individually and look after them. Pupils show a keen interest in their learning. They talk confidently about what they have learned. For example, they can explain how the lives of children in other countries differ from their own. Pupils experience effective teaching and, as a result, generally achieve in line with national outcomes by the end of Year 6. This begins in early years, where children develop positive attitudes to learning. Pupils are supported by adults who know them extremely well. Pupils with special educational needs and/or disabilities have their needs understood. They receive support that is appropriately targeted.

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What it's like to be a pupil at this school

At Eileen Wade, pupils feel part of a close and friendly community where everybody knows one another. The older pupils look out for the younger ones. Pupils in Years 5 and 6 organise games at playtimes and run after-school clubs. Playtimes offer a lot of choice. Pupils enjoy taking part in races on wheeled toys, building forts and playing team games. Pupils also benefit from a wide range of activities that enhance their learning. They play steel drums and the flute. Pupils meet a variety of visitors, including local farmers. This helps them to understand their community. Pupils feel encouraged, as school leaders help them develop their individual talents, including in areas such as writing and football.

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What it's like to be a pupil at this school

Pupils behave well. They understand the clear expectations and confidently follow these. If pupils find this hard, which is rare, they receive caring support to help them learn how to manage their emotions and actions. Bullying is also rare, but dealt with promptly and appropriately. Pupils feel well prepared for secondary school. They enjoy joining activities with the federated school, which helps them feel part of a wider community.

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Next steps

• Leaders should ensure that pupils consistently apply basic writing skills, such as punctuation and capital letters, across the wider curriculum beyond English. • Leaders should embed new approaches to teaching spelling so that pupils continue to use phonics beyond the early years and Year 1.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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About this inspection

The chair of the board of governors in this school is James Bass.

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About this inspection

The school is part of a federation called Federation of Eileen Wade and Milton Ernest CoE Primary Schools.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, the senior teacher, parents, staff, pupils and members of the governing body during the inspection.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 15%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and maths

The percentage of pupils meeting the expected standards in a combined reading, writing and maths measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher assessed writing

The percentage of pupils meeting the expected standard in teacher assessed writing.

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Pupils reaching the expected standard in maths

The percentage of pupils meeting the expected standard in maths.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils reaching the expected standard in reading, writing and maths

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and maths.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher assessed writing.

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Disadvantaged pupils reaching the expected standard in maths

The percentage of disadvantaged pupils meeting the expected standard in maths.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils reaching the expected standard in reading, writing and maths

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and maths, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in maths

The percentage of disadvantaged pupils meeting the expected standard in maths and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (1 term) 12.9% 14.3% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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