Wallace Fields Junior School

Wallace Fields Junior School

Address: Dorling Drive, Ewell, Epsom, Surrey, KT17 3BH Unique reference number (URN): 125298

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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 Strong standard

Pupils achieve very well. They build secure knowledge year-on-year in reading, writing and mathematics, as well as in wider subjects. Pupils apply what they know with confidence to their studies. For instance, they use precise vocabulary to explain their thinking and make sensible links between subjects. The school’s clear focus on core skills provides pupils with a secure foundation for their high achievement across the curriculum. For example, leaders' recent focus on improving pupils' handwriting skills means that pupils produce well- presented and accurate writing in each curriculum subject.

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Achievement Strong standard

Results in national assessments over time are consistently above national averages in reading, writing and mathematics. Reading is a particular strength. Disadvantaged pupils attain well and produce high ‑ quality work across the curriculum. Pupils with special educational needs and/or disabilities make strong progress from their starting points.

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Achievement Strong standard

Pupils talk enthusiastically about their learning across a wide range of subjects. Their work shows that they develop secure, broad knowledge. As a result, pupils leave the school very well prepared for the next stage of their education, with the knowledge, skills and confidence they need to succeed.

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Attendance and behaviour Strong standard

Leaders are persistent and ensure that pupils attend school regularly. They promote high attendance at every opportunity. As a result, the attendance of all pupils as a group remains consistently above the national average. The number of pupils who are absent more often continues to reduce over time. Leaders closely monitor attendance and punctuality and act quickly when concerns arise. They identify emerging patterns early and, where needed, sensitively support or challenge parents and carers. Leaders and staff remove barriers to pupils' regular attendance. The school's skilful work with parents has led to sustained improvements in attendance for those pupils who previously struggled to attend school. Persistent absence is very low and continues to decline.

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Attendance and behaviour Strong standard

Leaders set very high expectations for behaviour and create an environment where pupils thrive. Pupils behave very well across the school. They follow routines confidently, arrive on time and settle quickly into learning activities. Behaviour in lessons is calm, focused and respectful. Pupils say that they can learn without disruption, and this is consistently seen in classrooms. Bullying or any form of unkind or derogatory language is not tolerated. Such incidents are very rare, and staff address any concerns quickly and effectively. Leaders ensure that pupils receive appropriate additional support when needed to help them to manage their behaviour and succeed. Social times are orderly and well organised. Pupils play cooperatively, enjoy team activities and treat one another with kindness. The highly positive relationships between staff and pupils are a clear strength. Staff know pupils well and treat them with care and respect. As a result, pupils feel safe, valued and proud of their

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Curriculum and teaching Strong standard

Leaders have created a broad and ambitious curriculum that helps pupils to build secure knowledge across all subjects. Pupils enjoy learning because of skilful teaching and staff's expert subject knowledge. Teachers help pupils to remember important ideas and concepts well and deepen their understanding. Staff help pupils to speak confidently about what they have learned. Teachers explain new learning clearly. They check pupils’ understanding throughout lessons and adapt tasks carefully so that all pupils, including those who need extra help, can succeed.

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Curriculum and teaching Strong standard

Reading and vocabulary sit at the heart of the school's curriculum. Teachers place a strong emphasis on introducing new words clearly and giving pupils frequent opportunities to practise using their phonics and reading knowledge. There is a clear focus on developing core skills, supported by well-structured spelling and handwriting programmes that give pupils secure foundations. Staff support pupils at the earlier stages of reading very effectively so that they catch up quickly, including, where needed, those who speak English as an additional language.

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Curriculum and teaching Strong standard

Leaders expertly check on the quality of the curriculum and teaching. They build on the strengths of the school's curriculum and refine staff's work thoughtfully to improve its impact further. Leaders provide staff with coaching and training so that pupils benefit from consistently high-quality learning and are well prepared for the next stage of education.

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Inclusion Strong standard

Leaders place inclusion at the heart of the school’s work and are determined that every pupil feels valued, supported and able to succeed. They have created a welcoming culture where staff understand pupils as individuals, set high expectations for everyone and remove barriers to learning with care and purpose. As a result, pupils feel safe, known and confident. They develop a strong sense of belonging and take an active, positive part in school life.

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Inclusion Strong standard

Leaders identify pupils’ needs early and put the right support in place quickly. Staff plan transitions carefully so that pupils settle smoothly and receive support from the moment they arrive at the school. Leaders work closely with teachers, families and outside professionals to match support precisely to pupils’ needs. The actions of leaders and staff focus on what helps each pupil learn best. Teachers adapt their teaching thoughtfully, explain learning clearly and introduce key vocabulary in advance so pupils who need extra help can take part in learning activities with confidence alongside their peers.

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Inclusion Strong standard

Leaders use additional funding carefully, such as for disadvantaged pupils, to support pupils’ learning and wider experiences. These pupils achieve well and attend school regularly. Leaders check pupils' progress closely and adjust support when needed. Staff receive regular training so they understand pupils’ needs and support them successfully. Leaders communicate openly with families and work in partnership with them to support pupils’ learning and wellbeing.

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Leadership and governance Strong standard

Leaders and governors are not complacent. They reflect skilfully on the school's agreed priorities to ensure that all actions serve pupils’ best interests. Leaders, including subject leaders, provide strong oversight of the curriculum and ensure that it is taught consistently well across the school. They know what works well and where further small refinements are needed. Leaders' improvement plans focus on the right priorities, including to develop a stronger reading culture and widen pupils’ experiences through opportunities such as outdoor learning. Leaders' proven expertise means that they pursue such priorities with skill and considerable capability, and practice improves well as a result.

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Leadership and governance Strong standard

Leaders protect time for staff training and choose staff's professional learning carefully. As a result, staff feel confident to meet the needs of all pupils, including those who need extra help. Leaders manage change thoughtfully and remain attentive to staff workload and wellbeing. Staff feel respected and supported and show high confidence in the school’s leadership.

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Leadership and governance Strong standard

Leaders have created a school that supports pupils’ sense of belonging and wellbeing and continues to improve their life chances. Parents and carers speak very positively about the school. They value the strong, trusting relationships that leaders build with families, including effective transition arrangements.

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Leadership and governance Strong standard

Governors provide highly effective long-term direction for the school's work. They set clear expectations for pupils' learning and personal development. They know the school well, use information carefully and hold leaders to account, particularly for the progress of vulnerable pupils. Governors are visible, well trained and committed to their shared roles, such as to ensure equality, safeguarding and enrichment for all pupils. Together, leaders and governors continue to strengthen the school and prepare pupils very well for their next steps.

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Personal development and wellbeing Strong standard

Pupils benefit from a carefully thought-out programme for personal development that combines clear learning with a wide range of enriching experiences. The programme helps pupils to develop important knowledge and life skills and shows them how to use these confidently in everyday situations. Leaders regularly check how well the programme works and ensure staff receive the right training so that all pupils benefit fully.

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Personal development and wellbeing Strong standard

Leaders have adapted the personal, social, health and economic education curriculum so that it reflects the school community and meets pupils’ needs well. Pupils develop an impressive, secure understanding of healthy lifestyles and different faiths, which helps them to respect and value others. They speak knowledgeably about fairness, democracy and mutual respect and explain how these shape the life of their school community. Pupils are clear that everyone belongs, regardless of background or beliefs. They show an age- appropriate understanding of online safety, bullying, healthy habits and how to manage their emotions. Pupils demonstrate a mature understanding of respectful relationships and personal boundaries and feel confident to speak up for themselves and others.

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Personal development and wellbeing Strong standard

Pupils receive high-quality emotional support and regular opportunities to reflect, which helps them to manage their worries and feel ready to learn. Trained peer mediators provide sensitive support, helping pupils to work through friendship issues or concerns in a positive way.

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Personal development and wellbeing Strong standard

All pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, take part in a wide range of clubs and activities. Leaders carefully monitor participation to ensure equal access. Educational visits link closely to the school's curriculum and enrich learning. This programme includes well-thought-out opportunities to develop independence and a wider understanding of language and culture.

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

At Wallace Fields Junior School, staff help pupils feel valued, listened to and confident to be themselves. Pupils speak with pride about their school. Leaders establish the school’s values of brilliance, equality, learning for all, inspiration, enthusiasm and vision in daily school life. Rewards motivate pupils to live out these values and reinforce their positive attitudes and behaviour.

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

Pupils benefit from positive relationships with staff across the school. Pupils are greeted warmly at the start of the day and staff support them to follow clear, consistent routines. This helps pupils to settle quickly and feel secure. Pupils describe staff as kind, supportive and ready to listen. The school celebrates different cultures and languages. Staff support all, including pupils who are new to the country or speak English as an additional language, to feel welcome and included. As a result, pupils show a clear sense of belonging and are ready to learn.

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

Pupils are delighted that leaders and staff welcome their views and involve them in decisions. Pupils gather the views of others and work with leaders, such as to improve outdoor spaces and breaktime provision. Pupils also welcome leadership opportunities. They take on roles such as school councillors, sports crew members and peer mediators. In these roles, pupils support others and help to resolve minor concerns.

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

Pupils at Wallace Fields Junior School achieve highly and enjoy their learning. They benefit from leaders' well ‑ structured curriculum that engages pupils and builds their knowledge over time. Pupils have regular opportunities to revisit important knowledge and frequent chances to practise using what they know. Teachers adapt their support for pupils' learning effectively to remove barriers. Trips, clubs and outdoor learning enrich the curriculum. Pupils take part in a residential visit each year, ending with a Year 6 visit to France. These experiences build pupils' confidence, independence and resilience.

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

Pupils feel safe at school. They manage their emotions well and use ways to do this that the school teaches them. They trust staff to act on any concerns. Pupils' behaviour is calm and respectful. Bullying is rare and attendance is high. By the end of Year 6, pupils leave as confident and articulate learners who are very well prepared for the next stage of their education.

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Team inspectors:

Kate Owbridge, Ofsted Inspector Miz Mann, 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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Next steps

Leaders and those responsible for governance should continue to establish their highly successful leadership approaches so that pupils, particularly disadvantaged pupils, achieve and thrive exceptionally well.

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About this inspection

The chair of the board of governors in this school is Jonathan Barker.

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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 governors, including the chair of governors, the headteacher, senior leaders and staff during the inspection. Inspectors also spoke to a representative of the local authority and spoke with pupils, parents and carers.

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About this inspection

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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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. National average: 3.5%

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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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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

2022/23 (final) 67% 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

‘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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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. 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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