Wansdyke School

Wansdyke School

Address: Downlands Road, Devizes, Wiltshire, SN10 5EF Unique reference number (URN): 139303

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

Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, achieve well overall. They talk about their learning with a secure understanding of what they have learned across the curriculum. Pupils complete written work of a high standard and respond to feedback to improve it. Pupils' handwriting, reading and mathematical knowledge are very well developed. They rapidly recall what they have learned and apply this learning confidently in new contexts. This enables them to make rapid progress through the curriculum.

p.2

Achievement Strong standard

The outcomes of national tests are below average but these do not give an accurate view of pupils' typical attainment and progress. This is because the achievement of the large number of pupils with complex SEND needs, many of whom are also disadvantaged, is not fully captured in these outcomes. Pupils with SEND achieve very well from their starting points. Due to their complex needs, many are not able to meet all of the age ‑ related expectations assessed by national tests.

p.2

Attendance and behaviour Strong standard

Pupils’ behaviour supports a calm and orderly environment for learning. They pride themselves on contributing to the school's mission of 'being the best' by following the rules, working hard and showing kindness to others. Pupils understand the value of school routines and follow them with little need for prompting from staff. As a result, the school is a warm, welcoming place where pupils are happy and can concentrate on learning without interruption. Staff support pupils to resolve friendship issues and falling ‑ outs, providing guidance when needed. This contributes to the harmonious, cooperative relationships that pupils have with their peers. Pupils know what bullying is and have confidence that staff would deal with it appropriately if it occurred. Pupils report that bullying does not happen often.

p.2

Attendance and behaviour Strong standard

Most pupils attend regularly. They are keen to be in school and value both learning and social times. A large proportion of pupils have complex special educational needs and/or disabilities which means that they are more likely to miss school due to illness or specialist care appointments. The school provides extensive targeted support to enable all pupils to attend school as regularly as possible. Specific activities welcome pupils back into school every Monday. This has helped to improve attendance for the small number of pupils who need additional support to attend regularly.

p.2

Early years Strong standard

Children get off to a positive start in the early years. The environment is calm, purposeful and engaging. Staff welcome children each morning, which helps them to settle quickly. This helps children to feel calm and ready to learn. The curriculum is well planned and adapts in response to children’s needs and interests. Staff support the development of children's communication and language. They share and reinforce new vocabulary and help children to express their ideas and feelings. Children regularly practise early reading and writing. The approach to writing helps children to build vocabulary and confidence in sharing their ideas on paper. Staff teach phonics accurately and consistently. Children develop knowledge and skills across the areas of learning. Staff choose teaching activities that help children develop independence and curiosity, alongside important foundational knowledge such as early mathematical

p.2

Early years Strong standard

understanding. Play areas help children to build on their learning through practical and play ‑ based activities.

p.3

Early years Strong standard

Staff identify children's additional needs early. They adapt teaching expertly so that children can take part in planned learning. Children with additional needs receive additional support and make progress from their starting points. Children leave Reception with the knowledge and skills needed for their next stage. This includes those with special educational needs and/or disabilities.

p.3

Early years Strong standard

Staff help children to learn positive social skills. Children learn self ‑ control and how to express and manage their feelings. They follow school routines, understanding how these help them to learn. Staff recognise and praise children’s positive behaviour. As a result, children know what is expected of them and respond positively to staff's expectations.

p.3

Inclusion Strong standard

Leaders and staff identify additional barriers to pupils’ learning and wellbeing at an early stage and review these as pupils’ needs change. Staff increase or reduce support so that pupils continue to take part in learning and daily school life. For instance, pupils with special educational needs and/or disabilities (SEND) move between mainstream classes and the specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision). This means they follow an ambitious curriculum while also getting precise support to close any gaps in learning they may have as a result of their needs.

p.3

Inclusion Strong standard

Leaders and staff know pupils with SEND well and use this knowledge to plan appropriate support. As a result, pupils with SEND make progress through the curriculum and take part in the wider life of the school. Pupils who attend the specially resourced provision follow a curriculum that is closely matched to their needs, while maintaining high expectations for what they can achieve.

p.3

Inclusion Strong standard

The curriculum is designed to build pupils’ confidence, oracy and vocabulary, which reflect the most common needs of disadvantaged pupils. Leaders use additional funding to provide support that helps these pupils to overcome specific barriers to learning and attendance.

p.3

Inclusion Strong standard

Leaders also put support in place for pupils who have additional vulnerabilities, including those who are known or have previously been known to social care. Staff work with relevant professionals where appropriate to respond to pupils’ needs. This support helps pupils to attend school regularly and take part in learning and day ‑ to ‑ day school life.

p.3

Leadership and governance Strong standard

Leaders have a thorough understanding of the quality of provision across all areas of school. They have identified areas that could improve further and have a coherent approach

p.3

Expected standard

to bringing about positive change when necessary. For instance, recent changes to the writing curriculum have supported improvements in pupils’ skills and confidence across the school.

p.4

Expected standard

Those responsible for governance understand the school well. They provide effective challenge and support to leaders so that provision for pupils continues to improve.

p.4

Expected standard

Staff are positive about working at the school. Leaders take into account the impact on staff workload and wellbeing when introducing changes. They have acted to reduce workload where possible. Leaders have ensured that staff have ways to raise any concerns they may have. When issues arise, leaders deal with them promptly and thoroughly so that staff feel supported and pupils’ best interests are maintained.

p.4

Expected standard

Staff have opportunities to deepen their expertise, including through working with one another on specific aspects of development. Leaders ensure that non-teaching staff also have time to collaborate with others to improve the quality of provision.

p.4

Expected standard

Parents and carers speak positively about the school. They feel that their children are supported well to learn, regardless of their backgrounds or additional needs. Leaders encourage parents to be involved in their children’s lives at school and communicate regularly to share positive news. When concerns arise about a pupil’s wellbeing, attendance or learning, leaders involve parents at an early stage so that they can work together to support children.

p.4

Expected standard

Leaders also seek the views of parents, staff and pupils and take these into account when making decisions. Parents and staff report that they feel listened to and that communication from the school is clear. Pupils know that their voices are heard and can identify where their views have led to changes in the school.

p.4

Curriculum and teaching Expected standard

Leaders have a thorough understanding of the strengths and weaknesses of the curriculum and of how it is taught. They use these insights to prioritise improvements. For instance, pupils’ writing has improved following changes to the curriculum and professional development for staff.

p.4

Curriculum and teaching Expected standard

The curriculum is broad and ambitious for all pupils. Leaders have identified exactly what they expect pupils to learn at each stage. They have considered pupils’ typical starting points and the most prevalent special educational needs and/or disabilities when designing the curriculum. Consequently the curriculum supports pupils to make progress across subjects. However, occasionally teaching is not adjusted quickly enough in light of pupils' prior learning. On the rare occasions when this happens, pupils do not acquire new learning as rapidly as they could.

p.4

Curriculum and teaching Expected standard

Teachers understand how to deliver the curriculum so that pupils can build their knowledge. Teaching activities, including clear teacher explanations, typically support pupils’ learning. Teachers check that pupils have understood new learning. They usually identify and correct errors and misconceptions.

p.4

Curriculum and teaching Expected standard

Leaders identify those pupils who need help to become accurate and fluent readers. Staff provide appropriate support to help pupils to keep up with their peers. Consequently, fewer pupils need additional support to address gaps in their knowledge. Pupils with the most complex special educational needs and/or disabilities do not achieve in line with age related expectations as a result of their needs. They continue to receive support to build their knowledge and make progress from their starting points.

p.5

Personal development and wellbeing Expected standard

The school provides a thorough programme of personal development. There is particular emphasis on learning how to include and get along with one another. The playground is designed to help pupils to develop their social skills through cooperative play. Pupils of all ages work together to build complex structures, sharing their ideas with enthusiasm and negotiating with others. They take well-managed risks which support their confidence and physical development. Pupils have a great deal of fun while doing so. Pupils learn about healthy relationships and how to maintain their own mental and physical health. They learn how to stay safe in and out of school, including online.

p.5

Personal development and wellbeing Expected standard

Pupils understand the relevance of the fundamental British values to their own lives. The 'INSPIRE' school values support pupils' moral and social development. Pupils understand right and wrong and show respect for those who are different from them.

p.5

Personal development and wellbeing Expected standard

Leaders know that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, take part in a range of experiences. However, they do not check that all pupils are getting opportunities to develop their talents and interests through the many clubs that the school offers as thoroughly as they could.

p.5

Personal development and wellbeing Expected standard

Pupils and parents are confident that staff will help them with any difficulties they are facing. Pupils are well supported at the school.

p.5

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

Pupils feel welcome and included at this school. They enjoy learning and say that staff make lessons engaging. At social times, pupils of different ages, including those who attend the specially resourced provision for pupils with special educational needs and/or disabilities (SEND), play together cooperatively. Pupils treat one another and the school environment with respect. They form positive relationships with their peers and with staff. The culture of tolerance and kindness helps to ensure that bullying is rare. Pupils learn to manage their feelings and resolve conflicts. A range of opportunities and experiences support pupils' wider development, beyond the subjects that they learn. Many of the trips pupils take part in enhance their knowledge of the curriculum as well as broadening their horizons.

p.5

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

Pupils show interest in what they learn and look forward to applying it to new tasks. Pupils develop knowledge that supports their future learning. Pupils learn how to look after their own wellbeing. A very high proportion of pupils have SEND both in the mainstream school and the specially resourced provision. They receive tailored support to make progress from their starting points, both socially and academically.

p.5

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

Pupils show positive attitudes to their learning. They give detailed responses in lessons and try to develop their answers further. Pupils’ work shows secure knowledge across the curriculum from Reception onwards. Pupils feel safe at school. They trust adults to help them. Staff support pupils to resolve issues where appropriate, helping them to develop problem ‑ solving skills and resilience.

p.6

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

Most pupils attend school regularly. Some pupils with complex medical needs cannot attend school as well as their peers do. Leaders and staff provide targeted support to help pupils attend despite the challenges they face.

p.6

Next steps

Leaders should ensure that all pupils, including those who face barriers to their learning and/or wellbeing, participate in, and can benefit from, the wealth of personal development opportunities which the school provides.

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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with senior and middle leaders, trustees and members of the local governing body, and a selection of school staff and pupils during the inspection. They also considered the view of parents, pupils and staff who responded to the Ofsted surveys that were sent out.

p.6

About this inspection

Inspectors visited lessons, including those in the specially resourced provision. They spoke to pupils at social times and in pupil group meetings. A selection of pupils’ work was also viewed by the inspection team.

p.6

About this inspection

This school is part of Acorn Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rob Price, and overseen by a board of trustees, chaired by David Middleton.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school includes provision for 28 pupils with a specially resourced provision. This provision caters for pupils with complex needs.

p.6

About this inspection

The school use no alternative provision.

p.6

Lead inspector:

Sarah Favager-Dalton, His Majesty's Inspector

p.7

Team inspectors:

Julie Fox, Ofsted Inspector Faye Pinner, 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. The school has undergone a significant change since the last inspection. There is a new senior leadership in place, including a new headteacher.

p.7

What does this mean?

Headteacher : Samuel Heard National average: 300

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

2023/24 (final) 68% 61% Close to average

p.9

average

2022/23 (final) 61% 60% 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

2023/24 (final) 77% 74% Close to average

p.10

average

2022/23 (final) 68% 73% Close to average

p.10

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

2024/25 (final) 67% 72% Close to average

p.10

average

2023/24 (final) 77% 72% Close to average

p.10

average

2022/23 (final) 66% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 74% 73% Close to average

p.10

average

2022/23 (final) 79% 73% 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.11

mathematics

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

p.11

average

2022/23 (final) 33% 44% 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

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

2023/24 (final) 60% 58% Close to average

p.12

average

2022/23 (final) 50% 58% Close to average

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

2023/24 (final) 50% 59% Close to average

p.12

average

2022/23 (final) 50% 59% 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.14

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.15

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. 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.16

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.16

Urgent improvement

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

p.16

Urgent improvement

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

p.16