Waverley Primary School

Waverley Primary School

Address: Maple Close, Lemington, Newcastle-upon-Tyne, Tyne and Wear, NE15 7QZ Unique reference number (URN): 150549

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Overall, pupils, including disadvantaged pupils, achieve well. Attainment in the key stage 2 national tests in reading, writing and mathematics is in line with or above the national average. From their starting points, pupils with special educational needs and/or disabilities (SEND) make suitable progress across the curriculum.

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Achievement Expected standard

Leaders have identified that a small number of children do not learn to read quickly enough in the early years. Leaders have prioritised the teaching of early reading, and this effective approach means that the gaps for these pupils are beginning to close. Typically, pupils develop the key knowledge and skills they need in reading, writing and mathematics. This is reflected in their work in books. For a small proportion of pupils, the school's delays in addressing errors in transcription and spelling hinder some pupils from developing the fluency in writing needed to achieve more highly.

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Achievement Expected standard

Pupils typically develop a range of knowledge and skills across the wider curriculum. They talk confidently about their learning. Most pupils, including those with SEND, leave the school well prepared for secondary education.

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Attendance and behaviour Expected standard

Leaders have established a culture in which pupils are motivated to attend well. Pupils value the positive relationships with staff and the opportunities that they are presented with. As a result, attendance is improving and is in line with the national average. Leaders are rigorous in their approach to attendance. They balance high expectations with an understanding of pupils’ individual circumstances. This means they are able to make effective adjustments to support pupils to attend more regularly, where needed. Leaders work proactively with parents, carers and external agencies to remove barriers to pupils’ attendance and to provide support that secures improvements.

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Attendance and behaviour Expected standard

Staff have established a culture of high expectations of behaviour. As a result, the school is typically calm and pupils respond positively to well-embedded routines. Pupils mostly behave well across the school and act in line with the school’s values. They are polite and courteous. Pupils are generally respectful towards one another and adults. Disruption to learning is rare, which means that pupils can focus well in class. Pupils play well together at breaktimes and positive relationships are evident. Pupils are confident that staff will sort out incidents of poor behaviour. They trust staff to deal with any incidents of bullying should they occur. There have been a very small number of incidences of inappropriate behaviour. Leaders' actions to support pupils could be recorded more efficiently to demonstrate the action taken to address this promptly.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that takes into account, and builds from, pupils' starting points. The knowledge and skills that pupils will learn are clearly mapped out and well understood by staff. Leaders regularly review the curriculum to ensure that it enables pupils to secure the key knowledge they need in reading, writing and mathematics. For example, leaders carefully monitor early reading to ensure that staff follow the school's agreed approach to teaching early reading so that pupils are able to develop their reading fluency.

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Curriculum and teaching Expected standard

Teachers present information clearly. Their subject knowledge is secure and they explain learning effectively. This helps pupils understand new concepts securely. In most subjects, teachers regularly revisit the key knowledge that pupils need to know. They carefully check what pupils know and can do. Teachers use this information to inform what pupils will learn next. Pupils with gaps in learning are generally supported to catch up. However, for some pupils, errors in transcription and spelling in their writing are not addressed in a timely manner. Consequently, some pupils do not develop fluency in writing as early as they could.

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Curriculum and teaching Expected standard

Staff know the needs of pupils, including those with special educational needs and/or disabilities and those who face other barriers to their learning, well. They generally provide suitable support so that pupils can access the curriculum and learn.

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Inclusion Expected standard

Leaders identify and assess pupils' needs promptly. From the early years onwards, staff work alongside families to understand pupils’ needs. This close partnership working with parents and carers helps staff support pupils’ needs effectively.

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Inclusion Expected standard

Leaders ensure that pupils who face barriers to learning receive the support they need. This means that, generally, pupils with special educational needs and/or disabilities (SEND) make suitable progress from their starting points. As a result, most pupils across the school successfully access learning alongside their classmates.

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Inclusion Expected standard

Leaders check the provision for pupils with SEND and disadvantaged pupils. They ensure that staff generally use appropriate resources and equipment to help these pupils achieve well. Where pupils have gaps in learning or find it harder to access the curriculum successfully, leaders ensure that they receive suitable support to address this.

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Inclusion Expected standard

Staff benefit from appropriate training that helps them support pupils’ needs and wellbeing effectively. Leaders work well with professionals and external agencies to reduce barriers to learning for pupils with SEND and those who are known or previously known to social care.

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Inclusion Expected standard

Leaders ensure that additional funding, such as the pupil premium grant, is used appropriately to enhance outcomes for disadvantaged pupils. Where necessary, alternative provision is used effectively to address additional barriers.

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Leadership and governance Expected standard

Leaders act in the best interests of pupils. They work diligently to remove barriers to learning and wellbeing, particularly for pupils with special educational needs and/or disabilities and those who are disadvantaged.

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Leadership and governance Expected standard

Leaders have an honest and accurate understanding of the school, including its strengths and areas for development. They use this insight to ensure they prioritise the right areas. Leaders draw on external partners to inform and support improvement work, which contributes to ongoing improvements across the school. They check standards in the areas they have identified as priorities, which typically leads to improvements. However, some aspects of early years and leaders’ follow-up actions to some incidents of inappropriate behaviour require further attention. This includes the recording of actions following significant behavioural incidents.

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Leadership and governance Expected standard

Rightly, staff say that leaders are considerate of their workload and wellbeing. They feel valued by leaders. Staff receive the professional learning opportunities they need to continue to develop their practice.

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Leadership and governance Expected standard

The school’s recent move to joining the trust has played a key role in strengthening systems in the school. Leaders are open to developing their practice and they collaborate effectively with other schools. Leaders engage well with parents and carers. Parental support for the school is very positive, and parents and carers have confidence in the actions that leaders take.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory duties. They draw on a broad evidence base to challenge and support leaders. There are effective systems in place to provide governors and trustees with the information they need.

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Personal development and wellbeing Expected standard

The personal development and wellbeing programme is comprehensive and tailored to the context of the school. It ensures that learning is revisited so that pupils embed their knowledge and can apply it beyond school. Pupils learn about safety in the local area, the importance of healthy relationships and the impact of peer pressure.

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Personal development and wellbeing Expected standard

Leaders have carefully designed an age-appropriate relationships and sex education and health education offer. Pupils learn the knowledge they need to keep themselves safe, both online and offline. They have a clear understanding of the risks they may face and how to respond to them. Pupils learn how to look after their physical and mental health. They value the opportunities that the school provides to learn in the outdoors and the impact this has on their wellbeing.

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Personal development and wellbeing Expected standard

Pastoral support is extensive and well coordinated. Leaders quickly identify pupils who may need additional help and arrange suitable provision without delay. This ensures that pupils requiring support for their wellbeing receive timely and effective care.

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Personal development and wellbeing Expected standard

Pupils act in line with the school’s values. They demonstrate respect for others and their environment and work together to support one another well. Pupils demonstrate tolerance and understanding of difference. Assemblies and the curriculum help them learn the concepts that underpin fundamental British values.

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Personal development and wellbeing Expected standard

Pupils value the enrichment opportunities that broaden their experiences. These include residential trips and memorable activities that deepen their learning. Following visits to places of worship, pupils have opportunities to reflect on the religious beliefs and perspectives of others. Leaders ensure that all pupils, including disadvantaged pupils and

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Needs attention

those with special educational needs and or disabilities, have equal access to these enrichment opportunities.

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Early years Needs attention

The early years curriculum does not help children build their knowledge and skills securely. This means they are not fully prepared for the next stage of their development and learning. Although the curriculum sets out what children need to learn, the activities in the provision sometimes do not match the knowledge that children need to gain. For example, some children do not develop the grip and coordination skills they need for early writing. Sometimes, staff do not model language and vocabulary clearly enough so that children can develop their communication skills. Phonics teaching for children in the Reception Year does not prepare children well for Year 1. Leaders have begun to develop the early years curriculum and how it is taught. However, the changes have been recent and it is too soon to see the full impact of this work.

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Early years Needs attention

Children settle quickly and they are keen and happy to be in school. They benefit from warm relationships and familiar routines. Children are safe and well cared for and their wellbeing needs are met. As a result, children behave well in the classroom. Leaders ensure that partnerships between the school and parents and carers are positive. This ensures that staff know the children well and helps children feel enthusiastic about school.

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

Pupils enjoy coming to school. They arrive at school keen and happy to begin their learning. Parents speak highly of the school and the positive experiences it provides for their children. Pupils benefit from warm and compassionate relationships with staff. They trust adults to listen to them and to support them when they have a worry. Pupils with special educational needs and/or disabilities learn well alongside their peers. Where necessary, staff adapt tasks and resources so that pupils can learn effectively. Pupils know that staff will help them if they are struggling.

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

Pupils enjoy their learning and are keen to talk about it. They value how this prepares them for life beyond school. For example, older pupils appreciate what staff teach them about peer pressure and say it helps them make positive choices when they are out in the local community. By the time pupils leave school at the end of key stage 2, they have secure knowledge in reading, writing and mathematics. They are well prepared to move on to secondary school. However, progress is less secure for children in the early years. Some children do not develop the knowledge and skills they need for key stage 1 as quickly as they should.

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

Pupils feel safe and have a clear sense of belonging at the school. They are confident that staff deal with any incidents of bullying quickly and effectively. Pupils behave well and rise to

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Team inspectors:

Amy Cookson, Ofsted Inspector Gemma Jeynes, Ofsted Inspector the high expectations that staff set. Behaviour in lessons is calm and purposeful. Pupils benefit from a range of wider opportunities that broaden their horizons, including outdoor learning and visits to the local theatre.

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Next steps

Leaders should ensure that their actions to improve the early years provision help children to reach a good level of development by the end of the Reception Year, including how well they use their phonics to read accurately and with increasing fluency. Leaders should ensure that the actions they take to provide support for pupils in response to incidents of inappropriate behaviour are consistently well recorded and regularly reviewed, as part of the school's ongoing work to ensure that pupils receive appropriate support in a timely manner.

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About this inspection

This school is part of ONE (Owl North East) Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Julie Stuart, and overseen by a board of trustees, chaired by Helen Richardson.

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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 senior leaders, governors and representatives from the trust, including the CEO and the chair of trustees. They also met with representatives from the local authority and an external safeguarding adviser during the inspection.

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About this inspection

The school currently makes use of 2 alternative provisions, including 2 settings that are unregistered.

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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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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) 81% 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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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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average

2024/25 (final) 50% 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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average

2024/25 (final) 70% 63% 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

2024/25 (final) 60% 59% 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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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) 5.6% 5.2% 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) 16.0% 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. 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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