Much Wenlock Primary School

Much Wenlock Primary School

Address: Racecourse Lane, Much Wenlock, Shropshire, TF13 6JG Unique reference number (URN): 149649

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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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Early years Strong standard

Leaders ensure that every child gets off to a flying start to their early education. They have designed the curriculum carefully so that it fully meets children's learning needs. Children build their knowledge and skills very well across the areas of learning. They become confident and self-assured learners. Staff organise classrooms carefully to provide children with many opportunities to strengthen their early writing, small-muscle skills and mathematical understanding.

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Early years Strong standard

Children benefit from calm, well ‑ established routines. They follow instructions confidently and sustain their focus on learning activities. Leaders have created a purposeful, nurturing and well-resourced learning environment. This supports children’s independence and curiosity in learning. High ‑ quality interactions between adults and children underpin the effectiveness of the early years. Well-trained staff model and extend new vocabulary to develop children's communication, language and thinking skills. Children enjoy a range of stories, songs and rhymes. Staff deliver the phonics programme consistently well in the Reception Year. As a result, children develop impressive fluency and accuracy in their early reading.

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Early years Strong standard

Leaders regularly review how well children learn. They use this knowledge to continue to refine and adapt the curriculum and teaching. As a result, children make secure progress across all areas of learning. They are very well prepared for their next steps, including their eventual move to Year 1.

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Inclusion Strong standard

Leaders are relentless to ensure that every pupil is known and has their opinions heard. This results in a highly welcoming culture, where all pupils thrive and feel a firm sense of belonging. Leaders identify pupils’ needs and any barriers they may face quickly and accurately. Staff work in close partnership with parents and carers to overcome any difficulties and provide appropriate support when needed.

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Inclusion Strong standard

Effective staff training and regular checks on pupils’ learning enable teachers to make careful adaptations to teaching and the learning environment. This helps all pupils to access the full curriculum. Leaders work closely with external specialists to ensure that pupils get the support they need. As a result, their barriers to learning and wellbeing reduce over time.

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Inclusion Strong standard

Leaders make careful use of additional funding to support pupils who are disadvantaged. They address these pupils' specific needs and provide individual academic and enrichment support. This builds pupils’ confidence, broadens their experiences and strengthens their aspirations. Leaders track progress and participation carefully to ensure an equitable experience for all pupils.

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Inclusion Strong standard

Leaders use alternative provision appropriately and maintain oversight of this to ensure that pupils benefit. Leaders support children known (or previously known) to social care very

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Expected standard

well. They work effectively with external agencies to meet pupils’ needs. As a result, pupils flourish in their learning and wellbeing.

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Personal development and wellbeing Strong standard

Leaders have created a bespoke personal development programme. They ensure that all pupils, including those who are disadvantaged, access experiences that broaden their horizons and nurture their talents and interests. Carefully implemented nurture provision provides emotional regulation and social development for pupils who need additional support.

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Personal development and wellbeing Strong standard

The personal, social, health and economic curriculum is coherent and well embedded across the school. It is thoughtfully adapted by leaders to meet pupils’ needs and their local context. Pupils talk confidently about what they have learned in lessons. For example, they know how to manage risks to their wellbeing, both online and in the local community. Pupils are aware of how to stay physically and mentally healthy and can explain how to manage peer pressure. They demonstrate an impressive understanding of fundamental British values and how these link to the school's values. Pupils show respect towards the many differences that exist between themselves and others.

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Personal development and wellbeing Strong standard

Pupils benefit from an exciting and ambitious variety of enrichment activities. They speak with enthusiasm about the wide range of clubs available, including in drama, gymnastics and craft. Pupils also enjoy residential visits, competitions and themed curriculum days. Music lessons improve their confidence and choral speaking strengthens their oracy skills. Pupils deepen their understanding of the diverse world around them by visiting cities, coastal habitats and different places of worship.

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Personal development and wellbeing Strong standard

Leaders take full account of pupils' opinions and ideas in meaningful ways. For example, they provide opportunities for purposeful discussions during weekly house meetings. Older pupils value the responsibilities they hold, including in ambassador roles and as members of the school council. These opportunities mean that pupils feel listened to, valued and included. They help pupils develop their leadership skills and readiness for secondary school. Pupils are proud of their school. They talk confidently about inclusion and belonging, describing their school as a welcoming and supportive community, where new pupils quickly feel at home.

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Achievement Expected standard

Pupils achieve typically well and this continues to improve over time. By the end of Year 6, pupils' attainment is generally close to national averages. Most pupils acquire the essential knowledge that they need to be well prepared for the next stages of their education, including their eventual move on to secondary school.

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Achievement Expected standard

Leaders ensure that pupils secure important knowledge and skills in reading, writing and mathematics. This supports pupils to follow the wider curriculum with increasing confidence as they move through the school. Staff typically provide effective support for pupils, who need additional help to learn to read. As a result, most of them catch up with their peers.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities generally achieve well from their starting points. Staff provide support that is matched to their individual learning needs and helps them to develop their knowledge and skills well.

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Attendance and behaviour Expected standard

Pupils’ attendance is broadly in line with what is typical nationally. Leaders' actions to foster pupils' regular attendance have had a positive impact. They rigorously check any reasons for absence and act quickly to support families. This includes work with parents and carers, and with external agencies where appropriate. Staff identify patterns of absence closely and share this information with governors and parents. The rate at which pupils are persistently absent is reducing.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils' behaviour. They have established clear routines and ensure that pupils understand and follow the expectations outlined in the 'Wenlock Way'. As a result, pupils' behaviour across the school is very positive. Staff apply the behaviour policy positively and consistently. On rare occasions when pupils require additional support, leaders intervene effectively. Older pupils are positive role models for their younger peers. For example, they support children in the early years through the ‘big friends, little friends’ initiative. Trusting relationships between staff and pupils mean that pupils feel safe and supported. Bullying is not tolerated and staff address any concerns quickly. Pupils are polite and welcoming towards others. They work and play together well in a calm, purposeful learning environment.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum, taking account of the local area. It is carefully ordered to enable pupils to build their knowledge and skills over time. Leaders provide teachers with effective training and support. As a result, teachers understand the curriculum and typically deliver it well.

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Curriculum and teaching Expected standard

Teachers generally demonstrate secure subject knowledge and use a range of effective teaching strategies. They skilfully check pupils' understanding and address any misconceptions that arise promptly. Teachers provide pupils with plentiful opportunities to revisit prior learning. This helps pupils to build on their previous knowledge so that they know more and remember more as they progress through the curriculum. Teachers make sure that pupils learn important knowledge and skills in reading, writing and mathematics.

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Curriculum and teaching Expected standard

Staff make careful adaptations to the curriculum and teaching for pupils who need it. This includes for pupils who are disadvantaged, those with special educational needs and/or disabilities and those who are known to social care. These adaptations support pupils effectively, enabling them to keep up with their learning and access the curriculum alongside their peers.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching. They regularly visit lessons and work closely alongside staff to identify strengths and areas to improve. Leaders use what they learn to make decisions that further improve teaching practice.

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Leadership and governance Expected standard

Leaders have a clear vision that places pupils' best interests at the heart of everything they do. Their approach to inclusion means that they fully consider all pupils' needs and opinions, particularly those with barriers to their learning or wellbeing.

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Leadership and governance Expected standard

Leaders work closely with the trust to understand what the school does well and where further work is needed. They use information about pupils’ learning and experiences to set clear priorities for improvement. Staff's professional learning is of a high quality and helps staff to further develop their subject expertise. This includes for staff who are early in their careers.

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Leadership and governance Expected standard

Those responsible for governance work together effectively to provide leaders with a suitable balance of support and challenge. They ensure that statutory duties are met. Trustees and local governors have a clear understanding of the school’s performance. They ask thoughtful questions and hold leaders to account, while working constructively with them in the best interests of pupils. They are mindful of leaders’ workload and wellbeing.

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Leadership and governance Expected standard

Staff, pupils, parents and carers describe a school that has strengthened considerably over recent years. Leaders support staff well. Staff value leaders' careful consideration of their workload and the high ‑ quality training that they receive. Parents and carers appreciate the relationships that staff build with them and the wide range of enrichment opportunities on offer to their children. Across the school, pupils feel valued, heard and included. Leaders ensure that all pupils are supported to thrive and succeed.

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

Pupils feel a sense of belonging at this school. They attend regularly and know that staff value and care for them. Relationships between staff and pupils are warm and nurturing. As a result, pupils feel safe at school and know that everyone is included and made welcome.

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

Pupils behave well in lessons and around the school site. The school's values of wonder, resilience, equity, nurture and sustainability are central to all aspects of school life. Pupils understand these values and can explain why they are important to follow. Bullying is rare. Staff resolve any concerns quickly and effectively.

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

Staff know pupils and their families extremely well. This means that any barriers that pupils face are swiftly identified as soon as they start school. Disadvantaged pupils are placed firmly at the heart of the school’s work. This ensures that all pupils, including those with special educational needs and/or disabilities, receive the support they need to succeed and thrive.

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

Pupils benefit from a broad, ambitious curriculum that reflects their local heritage. Staff design learning environments carefully to engage and inspire pupils in their learning. Pupils

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Lead inspector:

Claire Medhurst, His Majesty's Inspector

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Team inspectors:

Sarah Steer, Ofsted Inspector Elaine Williams, Ofsted Inspector develop into confident and resilient learners. They typically achieve well and make secure progress through the curriculum.

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Team inspectors:

Pupils appreciate the wide range of enrichment opportunities on offer. These include educational visits, community events and a variety of sports and arts experiences. Pupils speak with pride about their school and the roles they hold within it. For example, they particularly relish being part of the 'big friends, little friends' initiative, which helps them to build their confidence and readiness for secondary school. Pupils are very well prepared for life in modern Britain.

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Next steps

Leaders should embed their work to secure consistently effective teaching, so that pupils' achievement continues to improve by the time that they leave the school. Leaders should ensure that their approaches to securing pupils' regular levels of attendance continue to reduce the number of pupils with persistent absenteeism.

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About this inspection

This school is part of The 3-18 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, David O’Toole, and overseen by a board of trustees, chaired by Gary Turner.

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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 school leaders, including the headteacher and deputy headteacher. They also spoke with representatives of the trust and the local governing committee.

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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 makes use of one alternative provision.

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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.

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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. National average: 26.3%

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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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average

2024/25 (final) 66% 62% Close to average

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average

2023/24 (final) 55% 61% Close to average

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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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average

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

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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) 69% 72% Close to average

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average

2023/24 (final) 66% 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

2024/25 (final) 79% 74% Close to average

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average

2023/24 (final) 76% 73% Close to average

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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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average

2023/24 (final) 57% 58% Close to average

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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 59% ‘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

2024/25 (3 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 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) 13.0% 14.6% 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

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