Walesby CofE Primary School

Walesby CofE Primary School

Address: New Hill, Walesby, Newark, Nottinghamshire, NG22 9PB Unique reference number (URN): 122771

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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

As a result of the improvements made to the curriculum, pupils learn what they should and generally achieve well. Starting in the early years, pupils learn to love reading. They are well equipped to read fluently and understand increasingly complex texts. Pupils also learn what they need to write and to use mathematics skills effectively. This is generally reflected in outcomes on national tests. Over recent years, pupils' outcomes on the multiplication tables check have been below national averages. In response, leaders adapted the way staff teach this element of the mathematics curriculum. Currently, this means that pupils typically have the number facts they need to multiply fluently.

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Achievement Expected standard

Leaders' focus on the achievement of disadvantaged pupils and those with special educational needs and/or disabilities ensures that these pupils make positive progress. If these pupils show signs of falling behind, leaders put in place effective support. As a result, these pupils typically achieve in line with their peers.

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Attendance and behaviour Expected standard

Leaders and governors have prioritised improving attendance. They have acted on the advice of external agencies and put effective measures in place. As a result, pupils' attendance has improved. Historically, overall attendance and attendance for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) have been below national averages. However, most recently and for this academic year, overall attendance and the attendance of disadvantaged pupils and those with SEND have continued to improve.

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Attendance and behaviour Expected standard

Leaders precisely analyse information about pupils' attendance. When attendance may decline, leaders take swift action to review the support and interventions in place. They work closely with parents and carers to remove any barriers preventing regular attendance.

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Attendance and behaviour Expected standard

Leaders have established high expectations of pupils' conduct at school. Pupils live up to leaders' expectations and follow the school's well-embedded routines. In lessons, they show interest and focus on their learning. Pupils are also sensitive to others' needs and show care for others. Unacceptable behaviour, including bullying, is rare. When necessary, staff correct pupils and consistently follow the school's behaviour policy. Leaders have put reasonable adjustments in place for pupils who find it difficult to manage their emotions and behaviour. These pupils are supported well and learn how to regulate their emotions and maintain positive behaviour.

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Curriculum and teaching Expected standard

Leaders have improved the curriculum substantially since the previous inspection. Leaders' routine checks on the quality of teaching ensure that they identify what is working well and what needs improvement. They now have in place an ambitious and well-organised curriculum. Pupils learn knowledge in logical steps and build what they know over time. They are confident and well prepared to move on to their next stage of secondary education. Leaders' training programme for staff is improving the quality of teaching. This includes teaching in the early years. As a result, teachers typically arrange learning activities that support pupils' needs and enable them to learn what they should. However, occasionally, teachers' choice of activities and learning resources are not completely effective. When this happens, some pupils, including pupils with special educational needs and/or disabilities, do not learn as well as they could.

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Curriculum and teaching Expected standard

Leaders have also strengthened the way staff teach foundational knowledge. For example, leaders have made well-thought-out adaptations to the teaching of mathematics, which have improved learning markedly. Staff understand and adhere to leaders' chosen approaches to the teaching of reading, writing and mathematics. Starting in the early years, pupils are taught what they need to become fluent readers.

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Early years Expected standard

Leaders have improved the early years markedly since the previous inspection. They have put in place a well-planned and well-taught curriculum that prepares children to make positive next steps into key stage 1. Leaders routinely check the quality of provision in the early years. When necessary, they make swift and effective improvements. Consequently, children typically learn and achieve what they should.

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Early years Expected standard

Prior to children's arrival, staff work with parents and carers to learn about each child. Staff use this information to prepare the school's provision to meet children's exact needs. When necessary, staff work with external specialists to ensure that the school's provision matches the needs of children with special educational needs and/or disabilities. As a result, children settle well in Reception and make a positive start to their education.

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Early years Expected standard

Children in the early years demonstrate the school's values when learning and playing together. During class discussions, they listen attentively. Children typically focus on their learning and sustain concentration well. They learn how to share and cooperate with each other. Staff ensure that children learn how to compromise and resolve disagreements. Staff also teach children how to assess risks and stay safe while also trying new things with confidence.

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Inclusion Expected standard

Inclusion is a fundamental part of the school's ethos. Leaders have a robust approach to identifying the needs of disadvantaged pupils and those with special educational needs and/or disabilities (SEND). When pupils first arrive at the school, including in the early years, leaders work closely with parents and carers to gain a thorough understanding of pupils' needs. Staff are well trained to recognise when pupils face barriers to learning. When concerns arise, staff and leaders act swiftly to provide the support pupils with SEND need. Using educational research and external specialists, leaders provide staff with helpful guidance and training about how best to support these pupils.

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Inclusion Expected standard

Leaders and staff are committed to supporting disadvantaged pupils so that they can learn and achieve as well as their peers. Leaders target the use of additional funds effectively. This helps these pupils overcome the disadvantages they face. For children in care, leaders work well with external agencies to understand pupils' needs and provide the best possible support. Leaders ensure that these pupils receive the emotional and academic support they need to do well in school.

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Inclusion Expected standard

Leaders routinely evaluate the effectiveness of the provision for disadvantaged pupils and those with SEND. When something is not working well enough, leaders make any necessary changes swiftly.

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Leadership and governance Expected standard

Leaders and governors have made well-considered changes to the school since the previous inspection. The headteacher has managed the school effectively and has established a positive ethos among staff, with an unyielding focus on school improvement.

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Leadership and governance Expected standard

Leaders have sophisticated approaches to evaluating how well staff provide for pupils. They know what is working well and have the right priorities for further improvement. Leaders and staff work determinedly and systematically through well-considered development plans. With the support of the local authority, the diocese and external agencies, leaders put in place the training necessary to develop staff's professional knowledge and skills.

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Leadership and governance Expected standard

Governors have the expertise and drive needed to meet statutory requirements and keep the school moving forward. They receive the information they need to have an accurate understanding of the quality of the school's provision. When something does not meet their high expectations, governors hold leaders to account to ensure that improvements are made.

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Leadership and governance Expected standard

Leaders have the confidence of their staff. Staff are very positive about the work of the school and are optimistic that this will make the school even better. Staff also appreciate how leaders support staff to maintain reasonable workload while also making improvements to the school. Typically, parents and carers are also pleased with the work of the school. Many parents value the school's long history of serving the local community and its inclusive ethos.

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Personal development and wellbeing Expected standard

There is a well-developed programme to support pupils' personal development. Pupils explore the spiritual side of being human well. They consider their own beliefs and those of others. They also gain understanding of how a person's belief affects lifestyle. Leaders ensure that pupils get opportunities to engage with different faiths through visiting speakers and trips to local places of worship. Pupils understand the importance of valuing other people's differences.

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Personal development and wellbeing Expected standard

The school's curriculum gives pupils regular opportunities to consider current events locally, nationally and internationally. Pupils generally understand how British democracy works. They are also supported to develop their own political views. When debating controversial issues, pupils listen to others and express their own views with sensitivity. Pupils are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Starting in the early years, pupils learn about how to maintain healthy lifestyles and stay safe. In Reception, children learn about healthy eating and the importance of personal hygiene. They also learn how to dine well together. They learn how to use cutlery and enjoy pleasant conversations over lunch. Staff teach pupils the value of physical exercise. Pupils also learn the mental health benefits of spending time outdoors. Staff ensure that pupils know the features of positive relationships. Pupils also learn what to do if they have concerns about their relationships. The school's well-developed pastoral provision effectively supports pupils when they experience difficulties in their relationships.

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Personal development and wellbeing Expected standard

Leaders have included in the school's provision opportunities for pupils to develop their interests and talents. Pupils appreciate and benefit from the school's enrichment and extra- curricular provision. For example, all pupils learn to play a musical instrument and many learn more than one instrument. Leaders ensure that effective measures are in place so that disadvantaged pupils and those with special educational needs and/or disabilities fully benefit from these opportunities.

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

Pupils enjoy school. They typically take pleasure in learning and know that it is important. Children in the early years delight in exploring the stimulating learning activities in Reception. They also enjoy sharing their 'adventure books' with staff, which record their learning at home.

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

Pupils value the school's extra-curricular and enrichment opportunities. They speak enthusiastically about the clubs leaders arrange, such as yoga, art and the range of sports clubs on offer. Pupils also deepen their understanding through the visits leaders put into the curriculum, including trips to the coast. They also learn wider skills that support their personal development. For example, leaders arrange visiting experts to provide pupils with practical lessons about how to ride bicycles safely on the road. Leaders support pupils' development of confidence and independence with residential trips.

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

Pupils benefit from the substantial improvements leaders and staff have made since the previous inspection. Typically, pupils are well taught and generally achieve well. By the end of Year 6, pupils typically leave ready for secondary school.

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

The school's welcoming ethos supports pupils to feel valued and safe at school. Pupils routinely demonstrate the school's values of love, friendship and kindness. They go out of their way to help others. While pupils value the rewards they receive for good conduct, pupils also do the right thing because they know it is the right thing to do. Pupils build positive relationships with staff and their peers. When disagreements arise, pupils find solutions to prevent issues escalating. Bullying is very rare. When it happens, staff provide effective support so that it stops and does not continue.

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

Leaders have successfully promoted the importance of school attendance. Overall, pupils attend regularly. However, there remain some pupils who need further support to attend regularly.

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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 should ensure that staff receive effective training in order to adapt and use the most effective teaching strategies and resources, which will further support pupils to achieve well. Leaders should ensure that the school continues to work with parents, pupils and external agencies to further promote and maintain regular attendance.

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About this inspection

The chair of the board of governors in this school is Rachael Skelton.

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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 chair of the governing body, governors, a representative from the local authority, a representative from the diocese, a representative from the virtual school, the headteacher, senior leaders, teachers, support staff, parents and pupils.

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Southwell. Its last section 48 inspection was on 5 February 2018.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection: the headteacher returned to the school in September 2023 after a period of extended leave.

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About this inspection

Headteacher: Sarah Sampson This data is from 14 April 2026

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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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average

2024/25 (revised) 58% 62% 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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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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average

2024/25 (revised) 75% 74% 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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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

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