Wilson Primary School

Wilson Primary School

Address: Wilson Road, Reading, Berkshire, RG30 2RW Unique reference number (URN): 109793

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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

Most pupils achieve well as they progress through the curriculum. On the whole, this is reflected in the school’s published outcomes. The curriculum is designed to ensure that pupils' knowledge and skills build as they move through the school. Pupils' attainment is improving. They typically develop secure knowledge across the curriculum. In the main, pupils talk confidently about their learning and demonstrate pride in their efforts. Disadvantaged pupils, and pupils with special educational needs and/or disabilities, generally achieve well and make appropriate progress through the curriculum from their starting points.

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Achievement Expected standard

In writing and some subjects beyond English and mathematics, gaps and misconceptions in pupils' knowledge and skills are not routinely addressed. For example, errors in spelling are not picked up and persist in pupils' writing. At times, this prevents pupils from achieving as well as they might. That said, pupils are generally prepared well for the next stage of their education.

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Attendance and behaviour Expected standard

The majority of pupils attend school regularly and on time. Leaders provide individualised support for pupils who face barriers to regular attendance. Pupils' attendance is checked closely. Leaders analyse patterns accurately, including for individual pupils. They skilfully identify underlying reasons preventing regular attendance and intervene early to support pupils and families, minimising lost learning. Pupils who need help to transition into school are supported effectively. As a result, pupils' attendance rates have risen and persistent absence has reduced. Attendance is broadly in line with national averages.

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Attendance and behaviour Expected standard

Leaders do not tolerate discrimination of any kind. They have designed effective systems to track and intervene when behavioural incidents occur. Cases of bullying and discrimination are rare. Pupils' behaviour in lessons is consistently in line with leaders' high expectations. Pupils demonstrate positive attitudes to their learning and benefit from familiar classroom routines. Staff apply the agreed behaviour expectations effectively during learning times. This means that pupils learn in an environment where disruption is uncommon. However, during less structured times, including when moving between lessons and social times, expectations for behaviour are at times less secure.

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Curriculum and teaching Expected standard

Leaders have carefully designed an aspirational and engaging curriculum. The curriculum is broad and ambitious. It supports pupils to build on their prior knowledge from the early years to the end of Year 6. Phonics is taught every day by skilled staff who provide effective extra support for pupils whose phonics knowledge is not yet secure. This helps pupils to become fluent readers, enabling them to learn the information they need to be well prepared for their next stages of education. Staff demonstrate sound subject knowledge. They use this knowledge to design, adapt and implement the curriculum well across subjects. Staff typically present information clearly for pupils. Generally, they adapt learning activities so that pupils with barriers to their learning, including those with special educational needs and/or disabilities, learn the same curriculum alongside their peers. Overall, there are regular opportunities for pupils to apply and practise

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Curriculum and teaching Expected standard

what they have learned. Leaders are working to further enhance the consistency of teaching across the school. Overall, leaders check effectively how well the curriculum is taught. Staff use this information to inform and improve their teaching. However, this work is not yet fully established. At times, gaps in pupils’ knowledge and understanding, particularly in the wider curriculum subjects and writing, are not identified or addressed as quickly as they could be.

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Early years Expected standard

Leaders are ambitious that children in early years will succeed. The curriculum is well designed and supports children to progress through the curriculum across all areas of learning. Staff identify children with special educational needs and/or disabilities promptly and put appropriate support in place. Routines are clear. Children learn in a calm and safe environment. Leaders' successful partnerships with parents and carers help equip parents and carers to support their children's education at home. This partnership between home and school helps children to get off to a positive start.

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Early years Expected standard

Staff ensure that children experience a range of language-focused activities, including rhymes. Staff generally model and support high-quality interactions with children. This helps children to develop their vocabulary skills. There is a suitable focus on the teaching of early reading skills. Children enjoy engaging in stories and recount key narratives, such as 'The Giant Jam Sandwich'. Phonics is taught in a clear sequence. Books are accurately matched to sounds that children know. The teaching of early number knowledge is also effective. Staff address gaps in children's understanding quickly. This helps children to be typically well prepared for their learning in key stage 1.

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Inclusion Expected standard

Leaders’ commitment to ensuring that pupils feel welcomed and included at the school is clear. This commitment is evident from the start of the school day. Where appropriate, pupils, including those who attend the specially resourced provision for pupils with special educational needs and/or disabilities (SEND), follow carefully planned routines that enable them to enter school independently, often supported by an identified member of staff.

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Inclusion Expected standard

Leaders and staff accurately identify pupils’ additional needs at an early stage. Leaders work constructively with families and external agencies to secure the right provision for pupils who have additional barriers to their learning. They ensure that the support and provision for pupils are both well matched and appropriate. Staff reduce barriers to pupils' learning effectively through adjustments and the use of timely specialist input. Staff typically meet pupils' needs through precise and carefully considered strategies. Pupils with SEND benefit from personalised and thoughtfully designed support.

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Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils appropriately, drawing on relevant evidence and research. They track the engagement and participation of pupils in wider opportunities such as clubs. Staff use interventions to support pupils' attendance and behaviour. This is having a positive effect for pupils.

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Leadership and governance Expected standard

Leaders have a clear and accurate view of the school's strengths and areas for improvement. They identify priorities carefully and set clear and realistic actions for development. Decisions taken are made in the best interests of pupils. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders evaluate the impact of their work closely. They have developed a culture in which pupils experience a positive education. Leaders' kindness, knowledge and respectful nature exemplify the school’s ethos. Governors provide the right balance of challenge and support as they hold leaders to account for the impact of the school’s work. They ensure that they fulfil their statutory responsibilities effectively.

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Leadership and governance Expected standard

Leaders' engagement with staff, parents and carers is high. They work hard to engage families by working in partnership with them. Parents are positive about the school’s welcoming nature. Leaders provide a well-designed programme of professional learning for staff. This generally builds staff's confidence and helps them to develop their practice. Some aspects of this training are still being embedded. Typically, staff appreciate how leaders, including governors, are supportive of their workload and wellbeing.

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Personal development and wellbeing Expected standard

Leaders have ensured that the personal, social, health and economic curriculum is effective. It is underpinned by the ethos and values of the school. Leaders take care to tailor the curriculum to sensitively address the contextual risks they know pupils may experience. Assemblies complement learning in the classroom. The programme meets the statutory requirements for relationships and sex education and health education. Pupils demonstrate maturity in their understanding of issues such as harmful substances, healthy lifestyles, equality and diversity. Leaders promote fundamental British values well, so these are typically understood by pupils. Through an emphasis on online safety, and general themes such as road and water safety, pupils know how to keep themselves safe.

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Personal development and wellbeing Expected standard

Pupils develop their social skills and a secure sense of responsibility through a range of leadership roles. These contribute to the smooth running of the school. Roles include being prefects, school councillors and friendship ambassadors. Available clubs and activities open up a range of opportunities for pupils to pursue interests and learn new skills. These include learning to play the violin and taking part in choir and gymnastics activities. Pupils also learn how they can participate successfully in society when they are older. For example, they explore local places of interest and leisure activities that are available. Leaders support disadvantaged pupils to access all that is on offer to them. Leaders also make appropriate adaptations so that pupils with special educational needs and/or disabilities can attend and benefit from these experiences with their peers.

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Personal development and wellbeing Expected standard

Pupils access high-quality support for their social and emotional development. This benefits all pupils, particularly those who face barriers to their wellbeing. Pupils who join the school after the Reception Year speak positively about the warm welcome that they receive. They appreciate how this helps them quickly feel included within the school community. Pupils understand the importance of caring and belonging.

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

Pupils are greeted warmly each morning as they enter this inclusive and diverse school. They enjoy coming to school. Staff provide attentive care which helps pupils to feel safe and secure. Relationships throughout the school are respectful and caring. Pupils trust that there are staff they can talk to if they have any worries or concerns. They know that adults will support them. The school’s values, which include responsibility, respect and gratitude, underpin the welcoming atmosphere that pupils experience. Bullying is rare and is dealt with quickly if any incidents do occur. Most pupils attend regularly and arrive punctually. Pupils who may face barriers to attending to school regularly receive timely and appropriate support.

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

Pupils, including children in the early years, generally settle promptly into morning routines. They enjoy their learning and display positive attitudes to their learning. Typically, pupils achieve well. They build their knowledge and skills across a broad range of subjects. Pupils share their new knowledge confidently. This includes explaining weather patterns in science and comparing life in Victorian schools with their own experiences today. Over time, pupils become confident readers and mathematicians. Pupils who face barriers to their learning, including those with special educational needs and/or disabilities, benefit from effective support that enables them to make secure progress through the curriculum. Overall, pupils are well prepared for their next steps in education.

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

Pupils access a range of enrichment experiences beyond the classroom. Leaders enhance the taught curriculum with visits to a range of places including zoos, beaches and places of worship within the local community.

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Next steps

Leaders should continue their work to improve the accuracy of pupils' writing, including spelling. Leaders should ensure that teaching is of consistently high quality across all subjects and year groups, and that staff present learning points clearly while routinely checking pupils’ understanding. Leaders should ensure that expectations for behaviour during transitions and less- structured times are applied with even greater consistency by all staff, so that routines are embedded.

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Team inspectors:

Paul Shaughnessy, Ofsted Inspector Charlotte Wilson, Ofsted Inspector Phil Sherwood, 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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About this inspection

The chair of the board of governors in this school is Liz Woodhouse

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

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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 does not use any alternative provision.

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About this inspection

The school has a specially resourced provision for pupils with special educational needs and/or disabilities. This provision provides an education for pupils with severe learning difficulties. Currently, 11 pupils attend this provision.

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About this inspection

The school runs an on-site nursery provision. This provision provides an education for children from the age of 3.

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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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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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) 79% 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) 71% 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) 74% 74% Close to average

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average

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

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average

2022/23 (final) 68% 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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average

2024/25 (final) 45% 47% Close to average

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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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national average

2024/25 (final) 64% 63% Close to average

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national average

2023/24 (final) 70% 62% Close to average

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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) 50% 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

2024/25 (final) 55% 61% Close to average

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average

2022/23 (final) 64% 59% Close to average

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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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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) 5.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 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

2024/25 (3 term) 15.9% 13.0% Close to average

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national average

2023/24 (3 term) 14.5% 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

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

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