Widcombe Infant School

Widcombe Infant School

Address: Archway Street, BA2 4JG Unique reference number (URN): 143010

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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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Inclusion Strong standard

Inclusion is central to everything that happens at this school. Leaders and staff have high expectations for what the most vulnerable pupils can achieve and ensure that they flourish both academically and personally. They know these pupils as the individuals they are. This helps to create a culture where every pupil develops a clear sense of belonging.

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Inclusion Strong standard

Staff use well-established systems to accurately identify pupils’ needs at the earliest stage. Staff benefit from guidance provided by a wide range of external professionals, enabling them to deliver the bespoke support that individual pupils require. For example, staff use their training to expertly close language gaps for pupils with communication difficulties.

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Inclusion Strong standard

Leaders build effective partnerships with parents and carers of pupils with special educational needs and/or disabilities. Pastoral support is of a high quality. Trained staff ensure that pupils learn to manage their emotions in a caring and sensitive manner.

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Inclusion Strong standard

Leaders rigorously monitor the impact the provision is having on pupils. Together with staff, they adapt strategies both inside and outside the classroom to close any gaps that exist. Consequently, pupils, including those who are disadvantaged, learn alongside their peers and progress well across the curriculum.

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Inclusion Strong standard

Leaders ensure that the pupil premium strategy is implemented effectively. They share information with staff and routinely monitor its impact on pupils’ academic and pastoral outcomes. This funding ensures that disadvantaged pupils achieve well and participate fully in school life.

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Personal development and wellbeing Strong standard

The school’s programme for pupils' personal development is an integral part of its work. It is underpinned by the school’s core values. There is a deliberate focus to provide all pupils, including those who are disadvantaged, with artistic and creative opportunities to support them to become confident members of their school community.

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Personal development and wellbeing Strong standard

Pupils develop their understanding of fundamental British values as a result of the opportunities the school provides. Through a democratic process, pupils are elected to represent their peers in different roles and responsibilities, including the school council. Pupils develop a sense of citizenship and know they can make a difference to their community and beyond. For example, pupils take part in charity events, such as the ‘Reindeer Run’, to raise money for a local hospice. They also visit a local residential home where they form friendships with the residents. This broad range of experiences enriches pupils’ understanding of their identity, while promoting empathy and social responsibility.

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Personal development and wellbeing Strong standard

The school actively promotes pupils’ physical health and mental wellbeing. For example, pupils enjoy the daily mile and the range of extra-curricular clubs on offer. This helps to foster their interests and talents. Learning about mental health is embedded within the curriculum. From Reception, children learn key vocabulary that supports them to express

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Expected standard

their feelings. Pupils that require additional emotional support benefit from an individually tailored programme that builds self-esteem and social skills.

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Expected standard

The personal, social and health education curriculum equips pupils with essential life skills. They learn that relationships come in different forms. Pupils know how to keep themselves safe, including online, and understand what to do in emergencies, such as fire drills or becoming lost. This proactive approach ensures pupils develop the knowledge and confidence to stay safe inside and outside of the school.

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Achievement Expected standard

Pupils, including those who are disadvantaged, achieve well in most curriculum subjects. From their starting points, pupils with special educational needs and/or disabilities progress well through the curriculum. Pupils consistently achieve above the national average in the phonics screening check. This reflects the school’s determination to ensure that all pupils reach their full potential. As a result, pupils are well prepared for the next stage in their education.

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Achievement Expected standard

Pupils develop accurate and fluent reading, spelling, handwriting and number skills, which they need to succeed. For example, children in Reception use their phonics knowledge to read letters and sounds and build words. Older pupils use this knowledge to write well- structured sentences with accurate spelling. Pupils generally develop appropriate knowledge and skills across the curriculum. They can confidently recall names of the continents and oceans in geography, for example. However, pupils do not achieve as well as they could in some wider curriculum subjects. This is because they are not supported fully to deepen their understanding and make links to their prior learning.

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Attendance and behaviour Expected standard

Attendance remains a key focus for the school. Leaders routinely analyse patterns of attendance and use this information intelligently to identify where additional support is needed. They act quickly where any concerns about a pupil’s attendance arise. The school works well with external agencies. Persistent absence is reducing, particularly for pupils who are disadvantaged.

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Attendance and behaviour Expected standard

Pupils are polite and kind. They have positive attitudes to learning. Children in Reception learn to take turns and play collaboratively. Most pupils understand the school’s high expectations and respond well to these both inside and outside of the classroom. They know that any form of discrimination is not tolerated. As a result, this creates a positive and purposeful learning environment. Pupils enjoy spending time with their peers from across the school during breaktime and lunchtime. They are particularly proud of the sensory garden and enjoy the range of equipment available to play with. Staff consistently understand and apply the school’s behaviour policy. This shared approach ensures a calm, orderly environment where pupils feel safe and ready to learn.

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Curriculum and teaching Expected standard

The school has an ambitious curriculum in place that is designed and sequenced well. It makes clear the important knowledge and skills that pupils need to learn and when.

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Curriculum and teaching Expected standard

Leaders have an informed and accurate view of the quality of the curriculum and how effectively staff deliver it. They routinely reflect on the impact the intended curriculum is having on pupils, particularly those with special educational needs and/or disabilities (SEND). This enables leaders to bring about necessary improvements. For example, in mathematics, the deliberate focus on number fluency ensures that pupils confidently recall facts and recognise patterns.

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Curriculum and teaching Expected standard

The curriculum is generally taught well. Staff ensure that any gaps that arise in pupils’ knowledge of spelling and reading or language development are quickly addressed. Most teachers use their subject knowledge to design engaging learning activities. They adapt their approaches so that pupils, including those with SEND, access the same curriculum as their peers. Most pupils learn the curriculum well because of this. In music, for example, they learn the correct names of notes and use terms such as ‘dynamics’ when performing two-part rhythms. However, on occasion, some learning activities do not match pupils’ needs as well as they could. Consequently, pupils do not always develop a depth of knowledge. This hinders the progress for some pupils in a few wider curriculum subjects.

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Early years Expected standard

Leaders have an ambitious vision to provide high-quality education and care for children in the early years. Staff work in close partnership with families to ensure this vision is fully realised. They develop positive relationships, which helps them to understand each child as the unique individual they are and promote progress in all areas of learning.

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Early years Expected standard

The early years curriculum is well designed. It sets out the important knowledge and skills children need to learn. For example, children develop their fine motor control when using play dough to create ‘pizzas’. They build their understanding of materials using words such as ‘freezing’ and ‘melting’ to describe ice in the outdoor environment. As a result, most are well prepared for the Year 1 curriculum.

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Early years Expected standard

Reading is a priority in Reception. Children learn to read from the outset. If they struggle with their letters and sounds, they receive the support they need to catch up. As a result, children develop confidence and a love of reading.

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Early years Expected standard

Most interactions between adults and children are purposeful and extend learning. However, during some activities, this is not the case. Some teaching does not extend children’s vocabulary and support them to practise the new words they have been taught. This hinders the language development of some children as they progress through the curriculum.

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Leadership and governance Expected standard

Leaders and trustees are aspirational for the school and community they serve. They make decisions that are in the very best interests of the pupils, including those who are disadvantaged and face barriers. This supports pupils to develop resilience, confidence and to take on new challenges.

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Leadership and governance Expected standard

Leaders have a detailed and accurate understanding of the school’s strengths and areas to develop. They rigorously evaluate the impact of their work in order to drive continuous improvement. Pupils’ ability to write, read and calculate reflects this. Trustees fulfil their statutory duties effectively and robustly hold leaders to account at all levels. They ensure that the school's values are reflected in all aspects of school life.

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Leadership and governance Expected standard

Leaders and staff benefit from the well-structured professional learning programme. This supports them to develop professionally and fulfil their roles effectively. Staff, including those new to the profession, are proud to work at the school. They demonstrate resolute appreciation for the leaders at Widcombe Infant School. Staff value the consideration given by leaders, including the trust to manage their workload and wellbeing.

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Leadership and governance Expected standard

The compelling sense of belonging is a golden thread that runs throughout the school. Parents and carers express unanimous support and trust for the school. One parent, summing up the typical views of families, commented, ‘The school is incredibly nurturing and puts children’s development and learning at the heart of the school.’

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

Pupils enjoy attending this highly inclusive and friendly school. They benefit from the warm welcome they receive from staff. Staff know pupils well. They forge positive relationships with pupils and their families. This ensures a positive start to the school day and that pupils are ready to learn.

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

Pupils demonstrate the school’s values of friendship, kindness, honesty, respect and perseverance. Pupils of all ages play well together during social times. They are adamant that any form of bullying does not occur. Pupils know they can talk to adults about any worries or concerns they may have. This helps pupils to feel safe.

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

Pupils typically live up to the school’s high expectations for behaviour. They follow the school rules and move in and around the school sensibly. This begins in the early years, where children respond well to the routines that are well established and understood.

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

Pupils have a thirst for learning. They are keen to share their ideas with their peers and make a positive contribution during class discussions. Staff routinely identify and remove any challenges that the most vulnerable pupils, including those with special educational needs and/or disabilities, face. This helps pupils to succeed in their learning.

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

Most pupils attend well. Where attendance falls below the school’s high expectations, leaders work closely with families to understand and overcome any barriers. This is having a positive impact on improving attendance for the pupils and families who need it the most.

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

Pupils participate enthusiastically in a wide range of enrichment opportunities, including football, dance and gymnastics. Their learning is enriched by varied educational visits, such as trips to a bird of prey centre. These experiences broaden pupils’ horizons and foster personal growth. Pupils take considerable pride in the leadership roles offered by the school, such as house captains, librarians and play leaders. Through these responsibilities, pupils develop confidence, teamwork and an understanding of how their contributions make a positive difference to the school community.

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Next steps

• Leaders should ensure that teachers design learning activities that consistently build and deepen pupils' knowledge, understanding and skills across the wider curriculum. • Leaders should ensure that staff in the early years consistently maximise the opportunities they have to engage children in high-quality interactions, both inside and outside the classroom.

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Team inspectors:

Spencer Allen, Ofsted Inspector Ben Jordan, His Majesty's Inspector

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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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About this inspection

This school is part of Palladian Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Nathan Jenkins, and overseen by a board of trustees, chaired by Mark West.

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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 headteacher, co-deputy headteachers, the special educational needs and/or disabilities coordinator and a group of staff. They met with the director of education from the trust. The lead inspector also met with a group of governors and spoke to the CEO and the chair of trustees.

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About this inspection

The inspectors confirmed the following information about this school:

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

Executive Headteacher: Alison Watts 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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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.

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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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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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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 standard 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 standard 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

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

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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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