Wynstream Primary School Academy

Wynstream Primary School Academy

Address: Burnthouse Lane, Exeter, Devon, EX2 6AY Unique reference number (URN): 149629

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Personal development and wellbeing Strong standard

It is notable how well leaders have thoughtfully and meticulously designed the personal development programme so that it is highly effective in equipping pupils for their future. It is highly attuned to the context of the school and skilfully brings together the positives and the challenges that this presents. Leaders adapt it skilfully to address pupils' needs and current community priorities. For example, pupils learn to be risk aware and how to respond to pressures they may experience from others.

p.2

Personal development and wellbeing Strong standard

The personal, social, health and economic education curriculum is highly effective. Pupils learn how to stay safe online and in the community. They learn about the importance of physical and mental health and support each other in promoting this. Pupils have an age- appropriate understanding of positive and safe relationships. They know when to seek help from a trusted adult.

p.2

Personal development and wellbeing Strong standard

Staff and pupils celebrate and respect the differences throughout the school community, such as the range of languages spoken and the different needs and barriers that pupils face to their learning. Celebration assemblies are regular focal points for coming together as a whole-school community with parents, carers and governors included. These assemblies share the successes of pupils and help to build pupils' aspirations. Pupils secure an understanding of important values, such as the school's values and the fundamental British values. Active and impactful pupil leadership roles, which include school council, play leaders, pupil rights representatives and 'phonics tutors', further equip pupils with the independence and other skills they need to become successful, confident and active participants in their chosen pathways beyond Wynstream.

p.2

Personal development and wellbeing Strong standard

Pupils work through the '11 by 11' steps, which is an entitlement of every pupil to a set of experiences before they leave the school. Leaders closely track pupils' participation in the rich range of opportunities on offer to ensure that all pupils benefit from what the school provides. Leaders capitalise on what the wider city locality can offer. They integrate this into building pupils' experiences so that they have a well-informed awareness of the wider world around them.

p.2

Achievement Expected standard

Despite the challenges presented by the school's context, pupils progress successfully from their starting points and attainment is improving over time. Outcomes in phonics are improving as a result of skilful teaching of the phonics programme and leaders' promotion of reading more widely. Pupils become fluent and accurate readers by the end of Year 2. Disadvantaged pupils attain in line with national comparisons over time. The impact of leaders' priorities is evident in areas where pupils do not achieve in line with the national average at the end of key stage 2, such as writing. Pupils generally develop secure knowledge across the curriculum and are prepared well for the demands of the next stage of their education. They demonstrate this in their recall of what they have learned and the work they produce. Pupils enjoy the school's approach to retrieval practice. For example, they say that 'do it now' tasks help their brains to work

p.2

Attendance and behaviour Expected standard

Leaders' drive to rapidly improve attendance is clearly shared and understood across pupils, staff and families. Leaders track attendance closely and adapt and adjust provision to secure higher attendance where required. Consequently, pupils' attendance is increasing. Leaders work closely with external support, as needed, to ensure families understand the importance of high attendance and how it impacts on outcomes and future successes. The improvements in attendance are widely promoted and celebrated.

p.3

Attendance and behaviour Expected standard

The school is a calm and purposeful place to learn. Pupils, including children in the early years, move about the indoor and outside spaces showing courtesy and respect to those they meet along the way. Pupils understand and strive to meet the high expectations staff and leaders have of their behaviour. Pupils show positive attitudes to their learning in class. Older pupils act as positive role models for younger pupils, replicating what the staff model for them. Typically, pupils trust that staff will respond to poor behaviour effectively. Many do not worry about bullying or discriminatory behaviour. Where pupils have concerns of this nature, leaders have put in place strategies to address these and manage an appropriate way forward.

p.3

Curriculum and teaching Expected standard

The curriculum is ambitious, sequenced well and continually refined to respond to pupils' diverse needs, including for disadvantaged pupils and pupils who speak English as an additional language. It ensures that they are prepared well for their next stage. Leaders have taken decisive actions to strengthen pupils' core knowledge across English and mathematics. Reading, language development and number fluency have been prioritised. The impact of this is clear in the standards pupils reach, as well as in their confidence and enthusiasm for reading and mathematics. The development of skills in writing is not as successfully embedded. Leaders continue to establish greater security in aspects such as spelling, punctuation and handwriting so that the impact is seen, not only in English, but across the curriculum.

p.3

Curriculum and teaching Expected standard

Typically, staff have the skills that they need to teach the curriculum effectively. Staff adapt learning, use inclusive approaches and support strategies well for pupils with special educational needs and/or disabilities. Furthermore, the school's consistent, inclusive classroom practice supports all pupils to secure and remember essential knowledge and build deeper understanding over time. Timely checks on pupils' progress through the curriculum provide pupils with useful feedback. Leaders monitor and track progress and attainment information closely. This ensures they know that they are impacting sufficiently on low starting points and gaps in fundamental skills such as language and vocabulary development. Leaders use this detailed information to adapt the curriculum effectively. This work is reducing the reliance on intervention programmes as pupils increasingly keep up with the curriculum through more immediate support.

p.3

Early years Expected standard

The warm and caring early years environment is enhanced with a wide range of purposeful learning activities that children enjoy. Staff use their secure subject knowledge successfully, and children quickly gain the confidence they need to begin to read, write and count on their own. For example, children use their phonics to write labels in the home corner or accurately count the wheels on a train. Suitably trained staff teach phonics through well-structured sessions. This gives children the practice they need to recognise letter sounds and blend these together.

p.4

Early years Expected standard

Leaders have thought carefully about what they want children to learn. As a result, children progress well from their starting points. Any child needing extra practice is identified quickly so that staff can help them. Staff spend time at the start of each year finding out exactly what children know and can do. They build important relationships with parents and carers to support this. Leaders use this information to design the curriculum and identify priorities. For example, leaders use detailed information about children's starting points to strengthen the focus on high-quality interactions between staff and children and increase opportunities to practise communication and language. This ensures children are prepared well for their learning in key stage 1.

p.4

Inclusion Expected standard

This is an inclusive school that is part of a diverse community. This presents multiple challenges in addition to the welcomed, vibrant mix of difference, experiences and backgrounds. In addition, the school attracts pupils beyond the school community as a result of its inclusive and caring reputation. Consequently, many pupils have special educational needs and/or disabilities needs (SEND) or are disadvantaged. Staff are skilled at identifying the often overlapping needs and barriers that pupils may have. Leaders have developed effective training and support for staff so that they can meet the wide-ranging and diverse needs of the pupils in their care.

p.4

Inclusion Expected standard

Leaders work closely with parents and carers, and partner effectively with other agencies. This secures the help that pupils need to make progress from their starting points. Where this requires a bespoke offer or use of alternative provision, this is designed appropriately and in conjunction with advice from external professionals.

p.4

Inclusion Expected standard

Leaders carefully track and review the impact of pupils' support at an individual and strategic level. This information is used well by staff so that they can respond swiftly and make adjustments and changes to pupils' provision when needed. The school fully includes pupils with SEND and pupils who are disadvantaged in other ways in every aspect of school life. The school makes effective use of additional funding to help close gaps in learning and development and ensure that pupils have the support they need.

p.4

Leadership and governance Expected standard

School leadership has undergone a marked change since the previous inspection. Leaders at all levels have established a shared and embedded vision and ambition for pupils in the school. Leaders have a detailed knowledge of the cohorts of pupils across the school and of the diverse needs and barriers facing disadvantaged pupils. This ensures that leaders can prioritise the appropriate aspects of the school's provision. They make decisions and take action to bring about positive and, in some areas, rapid improvements. Leaders are working to fully embed this work in order to secure strong standards and greater consistency across all aspects of the school's provision. Pupils and their best interests are kept at the heart of leaders' decisions.

p.5

Leadership and governance Expected standard

The trust provides appropriate challenge, support and guidance for leaders. Working with the local governing body, the trust gains the detailed knowledge it needs to fulfil its statutory duties.

p.5

Leadership and governance Expected standard

Staff feel that their workload and wellbeing are a priority for leaders. They receive support professionally and personally. Staff value leaders' approach to their professional learning. Leaders recognise staff expertise and talent and support them to achieve their ambitions. Staff feel valued and supported. Leaders are visible. Alongside staff, they meet parents and carers at the start of the day, and many parents value the support and care that staff and leaders provide. Leaders' dedication to pastoral provision and support for pupils is significant. This is leading to improvements in attendance, behaviour and outcomes for all groups in school.

p.5

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

Pupils enjoy coming to school and have a keen sense of belonging. They value the welcome they get at the school gate each day. They are proud and accepting of their inclusive school community and celebrate the diversity of their peers. Pupils often start at different points in the school year and quickly settle into school life and friendships. This is particularly true of pupils who speak English as an additional language. Relationships between staff and pupils are notably warm and nurturing. The school provides highly effective pastoral support that ensures pupils are typically happy and enthusiastic about coming to school. Pupils recognise that staff want them to gain the most from school and that they need to be here every day to do that.

p.5

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

Pupils have a secure understanding of the school's values and embody these throughout the school. This is encouraged from the early years with a clear focus on children's personal, social and emotional development. Older pupils support younger children with their play and also in their learning. It is one of the many ways that staff foster pupils' resilience, responsibility, curiosity and aspiration. Pupils conduct themselves with integrity. This creates a learning environment where behaviour is positive and there are very few concerns about bullying or other discriminatory behaviour.

p.5

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

Pupils typically have a clear understanding of how the school helps them to develop and progress, including pupils with special educational needs and/or disabilities and pupils with other barriers to learning. Pupils talk positively about the support that they get to improve. They show the improvements they have made over time in their books with pride.

p.5

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

Pupils benefit from a wide range of opportunities to enhance and enrich their learning and development. Leaders ensure that these are accessible for all. These include football, choir, art and gym clubs as well as chances to compete in sporting events and perform in concerts. Pupils increase their talents and interests. They become well-rounded and confident individuals who are prepared with real readiness to flourish in their future education and beyond.

p.6

Next steps

Leaders should embed their work on foundational knowledge across English and mathematics more widely, particularly for the different aspects of writing so that pupils achieve more highly. Leaders should continue to strengthen and embed their work to secure greater consistency in the impact they have across all areas of the school's provision.

p.6

About this inspection

This school is part of Education South West, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Matthew Shanks, and overseen by a board of trustees, chaired by Graham Austin.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, the director of education (also the nominee), the deputy CEO, other leaders and staff during the inspection. In addition, the lead inspector met with trustees, including the chair of trustees, local governors, including the chair of governors and the CEO. Inspectors spoke with parents and carers at the beginning of each day to secure a broad parent view, in addition to Ofsted Parent View. An inspector spoke with a representative from the alternative provision used by the school.

p.6

About this inspection

The school makes use of 1 unregistered alternative provision.

p.6

About this inspection

The school has undergone significant changes since the last inspection. It joined Education South West in April 2023. The current headteacher joined the school in 2022. There have been changes to the make-up of classes over time, more recently reducing the number of classes.

p.6

Team inspectors:

Jyotsna Paranjape, Ofsted Inspector Phil Minns, Ofsted Inspector

p.7

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.

p.7

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.

p.7

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.

p.7

What does this mean?

National average: 300 Headteacher: Elise Redman

p.7

What does this mean?

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

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

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.

p.8

What does this mean?

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

p.9

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

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

p.9

average

2024/25 (revised) 57% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (revised) 76% 75% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 71% 74% Close to average

p.10

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.

p.10

mathematics

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

p.11

average

2024/25 (revised) 41% 47% Close to average

p.11

average

2023/24 (final) 38% 46% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2024/25 (revised) 63% 63% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (revised) 50% 59% Close to average

p.11

average

2023/24 (final) 48% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

2024/25 (revised) 56% 61% Close to average

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.15

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.

p.15

Needs attention

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

p.15

Urgent improvement

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

p.15

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.

p.15

Urgent improvement

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.15

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 .

p.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15