Whitesheet Church of England Primary Academy

Whitesheet Church of England Primary Academy

Address: Chapel Lane, Zeals, Warminster, Wiltshire, BA12 6NL Unique reference number (URN): 140351

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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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Achievement Expected standard

Overall, pupils, including those who are disadvantaged, achieve well. They are ready for the next stages of their education. This is reflected in pupils' attainment at the end of Year 6 in reading, writing and mathematics. Pupils with special educational needs and/or disabilities and disadvantaged pupils progress well in English and mathematics from their starting points. However, pupils’ progress in some other subjects is more mixed.

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Achievement Expected standard

Typically, pupils secure appropriate knowledge and skills across the curriculum. However, their progress in some subjects varies. For example, in art and design, pupils develop impressive knowledge about the work of famous artists and sculptors, such as Antony Gormley. They enthusiastically speak about the design process and have a precise understanding of how this informs their own work. In some other subjects, such as history, pupils do not develop the same depth in their knowledge, skills and understanding.

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Attendance and behaviour Expected standard

Pupils enjoy school and attend regularly. Leaders create an environment that feels welcoming for all. They carefully check pupils’ levels of attendance. Leaders identify purposeful actions to support all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). They work closely with families to reduce barriers to pupils' regular attendance. Tailored strategies for individual pupils have improved attendance, including for disadvantaged pupils. This helps pupils to feel settled and included in the full life of the school. Clear routines and consistent communication help pupils, staff and families to understand the school's expectations and maintain regular attendance over time.

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Attendance and behaviour Expected standard

Staff know pupils well and set high expectations for their behaviour and conduct. Most pupils consistently meet these. Staff provide thoughtful adjustments for pupils with SEND. As a result, pupils behave well and are polite, kind and cooperative. They are very understanding of the few pupils who struggle to manage their emotions. Pupils develop positive attitudes and engage well with their learning. Most pupils settle quickly into lessons and usually focus on their learning without distraction. They show consideration and respect towards adults and their peers. Staff deal with any unkind behaviour, including rare occasions of bullying, quickly and sensitively.

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Curriculum and teaching Expected standard

The broad curriculum is well sequenced from the beginning of the early years. Leaders provide staff with the support and guidance that they need to deliver the curriculum typically well. Through the well-designed curriculum, pupils are able to make links between subjects. For example, they build their understanding about geographical places and historical events when learning about the eruption of Vesuvius and its impact on Pompeii.

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Curriculum and teaching Expected standard

Teachers typically ensure that pupils know and remember what they learn. Their approaches are generally effective in helping pupils to secure important knowledge in reading, writing and mathematics. Teachers provide appropriate learning activities and adapt their approaches to ensure that pupils can access their learning in these subjects. For example, pupils successfully build their understanding of number and mathematical concepts. Teachers use effective modelling, rehearsal and vocabulary to develop pupils' writing well. However, pupils do not routinely use their knowledge of spelling, punctuation, grammar and handwriting to produce high-quality written work across the wider curriculum.

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Curriculum and teaching Expected standard

Staff teach the phonics programme particularly well. This helps pupils to acquire the knowledge and skills that they need to read with accuracy and fluency. Staff provide a variety of high-quality texts and ensure that pupils have a secure understanding of what they read.

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Early years Expected standard

Children get off to a positive start in the early years. They learn in a well-organised, mixed- age class where routines are clear and expectations are high. Children of all ages play and learn together happily. Older pupils act as positive role models for Reception-age children. Children feel safe, confident and ready to learn.

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Early years Expected standard

Leaders have designed an appropriate and ambitious early years curriculum. Teachers typically check children's learning effectively and adapt activities so that all children make steady progress. Staff model language clearly and encourage children to engage in purposeful talk to build their vocabulary and social skills. Teachers provide children with opportunities to practise and apply what they have learned. For example, children use resources, such as cubes and counters, to develop their understanding in mathematics.

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Early years Expected standard

Early reading is a priority. Children learn phonics securely. Staff provide individual support and activities to develop children's early writing skills. Leaders monitor provision and work closely with parents and carers, and external agencies, to meet children's individual needs. Children, including those who are disadvantaged and those with special educational needs and/or disabilities, progress well from their starting points. They typically leave the Reception Year well prepared for Year 1.

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Inclusion Expected standard

Leaders are ambitious for all pupils to achieve personally and academically. They work very effectively with parents, carers and external professionals, to understand the individual circumstances each pupil faces. Leaders use this information to help pupils overcome any barriers to learning or wellbeing that they may face. The school’s welcoming ethos fosters pupils’ understanding and tolerance of each other.

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Inclusion Expected standard

Leaders organise the school day and mixed-age classes so that pupils typically benefit from effective teaching. Learning is well matched to the needs of individual pupils. Leaders equip staff with the knowledge they need to broadly make effective adaptations or adjustments that support pupils. This includes for pupils with special educational needs and/or disabilities (SEND). For example, staff help pupils to start the school day positively and to prepare for the learning they will encounter. Leaders check the success of each approach carefully. They seek external specialist support if pupils' learning falters. Teachers’ adaptations in English and mathematics for pupils with SEND are successful in helping pupils to learn well. However, in some other subjects, these approaches are not as effective.

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Inclusion Expected standard

Leaders use additional funding effectively to support the early reading and mathematical development of disadvantaged pupils. This enables these pupils to achieve well.

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Leadership and governance Expected standard

Leaders work closely with local governors to foster a culture of high expectations for pupils’ academic and wider development. They support staff to take actions that ensure a positive experience for all pupils.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of all pupils, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face other barriers to learning. They ensure that these pupils receive the support they need to succeed.

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Leadership and governance Expected standard

Leaders and local governors work purposefully to build pupils' sense of belonging and raise aspirations for what pupils can achieve. Together with staff, they work effectively to ensure that pupils have every opportunity to achieve well. Leaders have a secure understanding of the school's strengths and areas to prioritise. They are aware that now the school’s values and ethos support pupils to thrive, they can refine and embed even greater precision in teaching, the curriculum and inclusion.

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Leadership and governance Expected standard

Trustees and local governors fulfil their statutory duties and know the school’s context well. They challenge leaders effectively to ensure that pupils’ educational experience is usually of a high quality.

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Leadership and governance Expected standard

Leaders prioritise the workload and wellbeing of staff. This helps staff to feel valued and part of a 'family-feel' team. Leaders establish an open culture where staff feel empowered to share their views. Staff benefit from the trust’s well-structured professional development programme that is informed by research and tailored to the school’s strategic priorities.

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Leadership and governance Expected standard

Leaders have positive partnerships with external agencies and with parents and carers. They make sure that parents feel included in their children's experiences in school.

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Personal development and wellbeing Expected standard

Leaders provide pupils with a wide range of opportunities that enrich their experiences within and beyond the classroom. Pupils participate in a variety of clubs, including in multi- sports, knitting and drama. They take on leadership roles and engage with environmental projects in the local community. These experiences contribute positively to pupils’ character development. The school’s enrichment offer is coherently designed and includes a bespoke programme that ensures pupils experience a range of opportunities linked to the school's values.

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Personal development and wellbeing Expected standard

Leaders provide educational visits that contribute to pupils’ learning. Pupils recall key information from visits to a local wildlife park when learning about animals and habitats, or a Victorian steamship and ancient technology centre when studying the past. Leaders have effective systems in place to support pupils' emotional wellbeing. They carefully check how well pupils engage across all aspects of the personal development programme. They ensure that all pupils can benefit, regardless of any barriers that they may face, by providing targeted support and encouragement. This includes by providing some extra-curricular clubs during the school day.

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Personal development and wellbeing Expected standard

Leaders and local governors check on the success of the personal development programme. They meet with pupils and talk with them about the impact of their experiences. Leaders ensure that pupils acquire the knowledge they need. Pupils understand how to keep themselves healthy and safe outside of school and when online. They learn about healthy relationships and talk sensibly about important issues. Pupils are confident to express their needs and show respect for the rights of others.

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Personal development and wellbeing Expected standard

Pupils show respect for others and are developing a secure understanding of diversity and inclusion. They explain why fundamental British values are important in helping them to value difference in modern Britain.

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

Pupils feel welcome, safe and well supported at this happy school. They form positive friendships and build trusting, respectful relationships with staff. Leaders’ promotion of the school's values and sense of belonging contributes to a harmonious atmosphere in lessons and around the school. Pupils feel part of the school community. They are cared for and valued, which means that they grow in confidence each day.

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

Pupils learn well across a broad range of subjects. Teachers explain learning clearly. Typically, they model work step by step so pupils’ learning progresses smoothly. Pupils settle quickly and know whom to turn to if they need extra help. In the early years, children flourish. Carefully considered activities develop their imagination about the world around them. The well-thought-out environment encourages children to explore learning and follow their own ideas.

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

Pupils with special educational needs and/or disabilities and those who are disadvantaged receive careful help from staff. Staff remove any barriers to learning or wellbeing that pupils may face. They adapt support when pupils' needs change.

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

Classrooms are calm and purposeful. Clear routines shape the day. Transitions are well managed, steady and predictable so pupils know what comes next. Playtimes are safe and friendly. Pupils know that friendships matter, and they learn to play cooperatively with each other. Older pupils help their younger peers. They support one another at the dining table during lunchtimes. Pupils know that staff will help them, should they have any worries. Tolerance and understanding are the norm. Bullying is very rare. Staff deal with any instances swiftly.

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

Pupils attend school regularly. Staff offer encouragement and support for some pupils and families who find attendance more difficult. Pupils take part in a range of wider experiences that broaden their horizons. For example, pupils enjoy clubs in boardgames, sewing and

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Facts and figures used on inspection

sports. They benefit from activities that support their understanding of life in modern Britain. They are well prepared for their move on to secondary school.

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Next steps

Leaders should raise pupils' achievement further, so that their knowledge and skills are equally secure across all subjects. Leaders should ensure that pupils apply their writing knowledge to produce consistently high-quality written work across the curriculum. Leaders should embed adaptive practices across the curriculum to consistently meet the learning needs of pupils with special educational needs and/or disabilities.

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About this inspection

This school is part of The Diocese of Salisbury 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, Mark Lacey, and overseen by a board of directors, chaired by Sian Thornton.

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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, senior leaders, staff and pupils during the inspection. The lead inspector spoke with representatives of the trust and local governing boards.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Executive Headteacher: Emily Mullord 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.

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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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average

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

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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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average

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

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Disadvantaged pupils' performance

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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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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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

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

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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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average

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

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Overall absence

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

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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Persistent absence

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

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national average

2023/24 (3 term) 13.5% 14.6% Close to average

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national average

2022/23 (3 term) 16.7% 16.2% Close to average

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Exceptional

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

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Strong standard

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