Wallington Primary Academy

Wallington Primary Academy

Address: Mollison Drive, Roundshaw, Wallington, SM6 9JN Unique reference number (URN): 145742

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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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Curriculum and teaching Expected standard

Leaders understand the strengths and areas to improve in curriculum and teaching. They have accurately identified where pupils' knowledge is less secure or they have gaps, such as fluency with multiplication facts. Leaders are taking appropriate actions to address this. For example, they are providing pupils with structured additional support to help them catch up. Leaders have also increased the frequency of checks on pupils' learning. Pupils now generally benefit from a curriculum and teaching that help them to develop knowledge appropriately.

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Curriculum and teaching Expected standard

The curriculum is coherently planned and sequenced. It places a clear emphasis on oracy, vocabulary development and building pupils' knowledge over time. Leaders also ensure that staff benefit from well-structured professional development. In the main, this supports staff to deliver the curriculum effectively.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge. They use clear explanations, modelling and questioning to support pupils’ understanding. Pupils recall their prior learning and use subject-specific vocabulary with increasing confidence. Reading is prioritised, and leaders ensure that the school's approach is delivered with fidelity. Pupils read texts that are generally well matched to their needs. Teaching is adapted appropriately, with targeted support enabling disadvantaged pupils and those with special educational needs and/or disabilities to access the curriculum successfully.

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Curriculum and teaching Expected standard

While teaching now supports pupils to build knowledge over time, there is some variability in how well teachers identify and address misconceptions and design tasks to help pupils to secure basic skills.

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Early years Expected standard

Leaders provide a caring and purposeful start to children’s education in the early years. Nurturing relationships with families help children to settle quickly and be ready to learn. Leaders have designed a curriculum that is appropriately adapted for children who enter the Reception Year with skills below those typical for their age. A clear focus on communication and language runs through the curriculum. Staff interactions support children to develop vocabulary and spoken language, particularly through the way that staff model language and their approaches to questioning.

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Early years Expected standard

Reading is prioritised. Children begin learning phonics from the start of the Reception Year, and teaching delivers the school's chosen approach effectively. Most children develop secure early reading skills, which supports their early writing. Children also benefit from targeted language and writing approaches, which strengthen their development in these areas. The school's checks on learning are used effectively to identify gaps and adapt provision.

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Early years Expected standard

Children make secure progress from their starting points and are increasingly prepared for Year 1. However, there are times when children's engagement and independence are not promoted and developed as well as they could be. Equally, while the outdoor provision supports children's physical development effectively, opportunities for children to extend their learning in other curriculum areas are less developed. Leaders are taking appropriate action to improve provision further.

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Inclusion Expected standard

Leaders know each pupil's individual needs well. They have created a culture that welcomes difference and helps all pupils to learn together. Pupils who are disadvantaged, those with special educational needs and/or disabilities and those known, or previously known to children’s social care have their needs identified early. Where needed, they receive support through well-considered adaptations, including, for example, additional resources and flexible approaches to curriculum delivery.

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Inclusion Expected standard

Leaders reduce barriers to learning through a range of extra support. They make sure that classrooms are places where all pupils are included. Leaders check the impact of approaches, including for instance, through discussing pupils' progress and reviewing their work. Staff are well trained in identifying and supporting pupils' needs. The school's engagement with families and external professionals ensures that support is generally well matched to pupils’ needs and aspirations.

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Inclusion Expected standard

Leaders make appropriate use of extra funding, including pupil premium funding. They focus on ensuring that pupils benefit from high-quality teaching, supplemented with extra support as needed. For example, pupils in Year 5 and Year 6 benefit from targeted tuition. Pastoral systems support pupils' attendance and readiness to learn, while the school's focus on oracy development improves pupils' participation. A range of support programmes are increasingly embedded within whole-school practice. However, while provision is well thought out overall, at times, it is not as effective as it could be in closing gaps in learning over time for disadvantaged pupils and those with additional needs.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the school’s strengths. They have identified appropriate priorities and are taking action to address these swiftly and with rigour. This includes work on improving attendance and pupils' achievement, for example in writing and in other essential knowledge. Systems and structures are well established, and leaders have created a positive and inclusive culture. However, the impact of all of leaders' actions is not consistently evident in pupils' outcomes.

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Leadership and governance Expected standard

Professional development for staff is well structured and supported through trust-wide collaboration. Staff benefit from regular training and opportunities to develop their practice, such as through planning together with colleagues. Early career teachers and other staff receive appropriate support. Staff speak positively about leadership, reporting that they feel valued and that leaders take account of workload and wellbeing in their decision-making.

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Leadership and governance Expected standard

Those responsible for governance have a clear understanding of their roles and fulfil their statutory duties. They use a range of information, including the views of staff and families, to provide support and challenge. Governors' oversight is growing in effectiveness, particularly in relation to attendance, provision for pupils with special educational needs and/or disabilities (SEND) and the use of resources.

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Needs attention

Leaders and governors are committed to acting in the best interests of pupils, particularly those who are disadvantaged and those with SEND. Support is targeted appropriately, and leaders work closely with families to address barriers to learning and wellbeing.

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Personal development and wellbeing Expected standard

The school’s personal development programme is carefully considered and provides pupils with a broad range of opportunities that support character development and preparation for life beyond school. Educational visits and enrichment activities enhance the curriculum and deepen pupils’ understanding of the wider world. Over time, pupils experience a rich programme of visits, including trips to museums, art galleries, the farm and other localities, alongside wider trust-wide enrichment opportunities. These experiences broaden pupils’ horizons, develop their cultural awareness and encourage engagement with creative and artistic experiences.

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Personal development and wellbeing Expected standard

The curriculum supports pupils’ wider development effectively. Pupils are encouraged to reflect on their experiences, respect others’ views and understand right and wrong. They learn to cooperate, resolve disagreements and contribute positively to school life. Opportunities such as cultural events and community activities help pupils to appreciate diversity and engage with different communities. Pupils demonstrate a developing understanding of fundamental British values, including democracy, and are prepared appropriately for life in modern Britain. They are given opportunities to take on responsibility and contribute to the life of the school and wider community.

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Personal development and wellbeing Expected standard

The personal, social, health and economic education curriculum is well structured and appropriate. It supports pupils to understand how to stay safe, including online, and to manage risks to their wellbeing. Pupils develop a secure understanding of relationships and recognise that families and communities can take different forms. Teaching ensures that pupils are equipped to make informed and responsible choices.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, access the full range of opportunities. Barriers are addressed effectively, and provision is adapted where necessary. Pupils are well supported, and leaders maintain close oversight to ensure that support meets their needs and promotes their inclusion and wellbeing.

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Achievement Needs attention

Pupils’ outcomes in national tests at the end of key stage 2 have been below national averages for the last 3 years, including for disadvantaged pupils. While cohort variation and low pupil stability play a part, this does not fully account for the extent of pupils' underachievement. Although pupils’ progress is evident in some work and in their recall of knowledge, this is not consistent. As a result, pupils are not sufficiently well prepared for their next stage of learning, particularly in writing. In contrast, phonics outcomes are closer to national expectations. The systematic teaching of phonics supports most pupils to develop secure early reading skills. However, progress across the wider curriculum subjects is less consistent, which is reflected in pupils' work and their recall of knowledge. This is variable overall, particularly in the wider curriculum subjects. Gaps also remain in pupils' basic mathematical fluency. Improvements to teaching

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Achievement Needs attention

have not, at present, had time to have a consistent impact. As a result, pupils do not achieve as well as they could, particularly in key stage 2 and in the secure development of essential knowledge over time.

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Attendance and behaviour Needs attention

Leaders have established clear systems and priorities to improve attendance, and there are early signs of improvement. For example, the 'wellbeing Monday' at the beginning of each half term supports pupil engagement and provides exciting activities to look forward to after each holiday period. Leaders work closely with families to identify and address barriers, including for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). However, attendance remains low, and persistent absence for some groups is still high. Leaders’ actions have not currently secured sustained improvement in pupils' attendance.

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Attendance and behaviour Needs attention

In lessons, pupils’ behaviour is increasingly calm and purposeful. Clear processes, including reminders and reflection, support most pupils to engage with their learning, and targeted support is in place for those pupils with SEND who need it. Leaders are rightly focused on extending this positive picture across the school day. At social times, behaviour is less consistent. Pupils report that, at times, behaviour can be overly physical during play. Some routines in the school are less well embedded, particularly when pupils move from one part of the school day to the next. While adults are swift to resolve such incidents, there is some loss of learning time and low-level disruption on return to the classroom. Leaders have identified these areas and are taking steps to strengthen expectations and practice.

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

Pupils typically start the day positively. They arrive in school happy and ready to learn. Staff greet them warmly by name. Strong relationships with families support smooth transitions into school. Pupils feel safe and can identify trusted adults. They understand how to keep themselves safe, including online, and revisit this knowledge regularly through the curriculum. The school has established an inclusive environment. Pupils, including those with special educational needs and/or disabilities (SEND), receive effective support to enable them to access learning. While pupils' achievement is inconsistent over time overall, pupils now mostly receive the curriculum and teaching they need to build their knowledge appropriately and make progress.

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

Most pupils enjoy school and value the wider opportunities available to them, including educational trips, clubs and other enrichment activities. These experiences, alongside a structured personal development programme, help pupils to develop an understanding of respect, diversity and democracy. Pupils take on roles of responsibility that support their sense of belonging within the school community. The recently introduced 'citizen passport' ensures that pupils experience meaningful activities beyond the school gates. For example, pupils learn how to travel by train. Pupils understand what bullying is and what it is not. They report that it is rare and are confident that, if it occurs, they would tell a trusted adult and that it would be dealt with quickly.

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

Pupils’ behaviour in lessons is generally calm and purposeful. Clear systems and routines support most pupils to engage well in their learning. However, pupils’ experiences at social times are less consistent. At these times, routines and expectations to help pupils with their behaviour are not well embedded.

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

Overall, pupils benefit from a caring environment. Leaders prioritise pupils’ wellbeing. They work effectively with families to address barriers to attendance. While there are early signs of improvement, attendance is not high enough, particularly for disadvantaged pupils and those with SEND.

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Next steps

Leaders should continue to ensure that their attendance strategy is a priority so that a higher proportion of pupils attend regularly, including disadvantaged pupils and those who are persistently absent. Leaders should focus on ensuring that pupils achieve well across subjects, including those who are disadvantaged and children in the early years. In particular, the school should further develop its work to ensure that teaching identifies and addresses misconceptions and that pupils complete work that matches the ambition of the intended curriculum. Leaders should implement fully their plans for supporting pupils to behave well during social times in order to ensure that behaviour is consistently positive, both inside and outside of the classrooms.

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About this inspection

This school is part of Cirrus Primary 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), Sharon Roberts, and overseen by a board of trustees, chaired by Peter Simpson.

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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 and other school leaders and staff. Inspectors also spoke with the CEO of the trust, the chair of the board of trustees and local governors. Inspectors spoke to pupils throughout the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

Sara Morgan, Ofsted Inspector Helen Lockey, Ofsted 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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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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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. The school makes use of one registered alternative provision.

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What does this mean?

Headteacher: Joanne Guerin National average: 300

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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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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.

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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 mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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mathematics

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

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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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average

2022/23 (final) 50% 60% Close to average

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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 mathematics

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

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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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mathematics

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

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

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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

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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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