Willowbrook Primary School

Willowbrook Primary School

Address: Broadcloth Lane, Trowbridge, Wiltshire, BA14 7HE Unique reference number (URN): 139281

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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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Inclusion Expected standard

Leaders, including leaders in the trust, have worked hard to ensure that Willowbrook is an inclusive school. Leaders closely monitor all pupils to ensure they get the support they need. All pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, benefit from a range of proven strategies that support their learning, behaviour and wellbeing. For instance, leaders have introduced a system, known in school as passports, which explains pupils' learning and their individual targets. This helps all staff to have a clear understanding of pupils' individual needs. Leaders make appropriate use of the pupil premium funding to help remove barriers to the learning and wellbeing of disadvantaged pupils.

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Inclusion Expected standard

Staff have had a range of training to ensure they have the knowledge and skills they need to support all pupils. This can be seen in the recent work to support pupils’ mental health and wellbeing. The more effective support these pupils now receive is making it easier for them to be calm and settled in their learning.

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Inclusion Expected standard

In lessons, pupils generally benefit from thoughtful support that enables them to progress. Staff make good use of the training they have received to make adaptations to lessons and activities. These well-chosen adjustments help pupils access their learning and be better prepared for the next stage in their education.

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Personal development and wellbeing Expected standard

Leaders have developed a broad personal development and wellbeing programme that goes beyond the academic subjects. This offer provides pupils with a range of experiences and opportunities, including visits to enhance the curriculum. For example, pupils appreciated their visit to a museum to deepen knowledge of their historical study.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum prepares pupils for life beyond the school. Pupils are taught how to keep themselves safe, both online and in the wider world. They are clear about how to lead a healthy lifestyle, such as eating healthily and exercising regularly. Pupils have an age-appropriate understanding of the relationships and health education programme, such as the importance of healthy relationships and consent.

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Personal development and wellbeing Expected standard

The school provides opportunities for pupils to develop their talents and interests, such as dance festivals and sporting competitions. Leaders are working to ensure that any barriers to attendance are reduced, including for pupils who are disadvantaged or who have special educational needs and/or disabilities. This ensures that all pupils benefit from the school’s offer.

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Personal development and wellbeing Expected standard

Pupils are supported to be prepared for life in modern Britain. For example, they are taught about the importance of their school value of respect. As a result, pupils feel they are treated equally and understand why some pupils might need extra help, such as with their learning. Pupils have experience of democracy, for example, by voting for school councillors or deciding on an activity. Pupils are taught about different beliefs, faiths and cultures. However, some pupils do not have the depth of knowledge in these areas that leaders

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Needs attention

Leaders have prioritised the wellbeing support in place for pupils. Pupils are taught about emotions and how to recognise when they may need help. Pupils appreciate the emotion cards they can use when they need adult support.

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Achievement Needs attention

There is too much variability in how well some pupils are learning the curriculum. Over time, some pupils are not prepared well enough for their next stage of education. They struggle to remember some of their learning and how this links to what they have learned before. New leaders have identified this quickly and taken steps to address gaps in pupils' knowledge. Leaders have prioritised ensuring that pupils learn to read more promptly than they have in the past. While this is not yet reflected in published outcomes over time in the Year 1 phonics screening check, pupils are now getting the support they need to learn to read well.

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Achievement Needs attention

Leaders have prioritised improving pupils’ writing. However, many pupils continue to have weaknesses in their handwriting, spelling and punctuation. This is because leaders’ actions are in their earlier stages and more time is needed to see the full impact of this work.

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Attendance and behaviour Needs attention

The attendance of some pupils, including those with special educational needs and/or disabilities, is too low. Since joining the trust, new leaders have taken steps to tackle low attendance over time. Leaders’ monitoring means leaders have an accurate understanding of the trends and patterns of attendance. They use this information to provide support to pupils and families who need it to improve their attendance and punctuality. This work is beginning to have an impact for some pupils. However, there is further work to do. Too many pupils are absent from school or arrive late. This impacts how well these pupils achieve both academically and socially.

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Attendance and behaviour Needs attention

Pupils' behaviour is improving. Leaders have introduced clear systems to promote and reward positive behaviour in the school. These approaches are supported by appropriate consequences for poor behaviour. Classrooms are generally calm, with most pupils showing positive attitudes to their work. Leaders have effective systems in place to address any reports of bullying. All concerns are thoroughly investigated and monitored by the trust. These approaches are well known and understood by staff and pupils alike. Consequently, general behaviour is positive around school and the number of suspensions for poor behaviour has significantly reduced.

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Curriculum and teaching Needs attention

Over time, the teaching of the curriculum has not been consistently effective. As a result, many pupils have important gaps in their knowledge. New leaders have rightly identified the need to refine the curriculum to better support pupils’ learning. For example, leaders have strengthened the teaching of mathematical fluency to better prepare pupils for more advanced concepts. As a result, pupils can recall their knowledge of multiplication facts confidently.

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Curriculum and teaching Needs attention

Across subjects, leaders have identified the knowledge pupils need to learn in a logical order, ensuring this meets the needs of mixed-aged classes. This makes it clear to teachers what to teach and when. Staff have worked together to develop a more consistent approach to their teaching. For example, at the start of lessons, pupils revisit what they have learned before. This is helping some pupils to remember their learning better in the long term. Pupils with special educational needs and/or disabilities benefit from adaptations and the resources they need to help them learn.

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Curriculum and teaching Needs attention

Teachers check how well pupils are learning. However, these checks do not yet help some pupils well enough to address the historic gaps in their knowledge. As a result, some tasks do not always help pupils to build their knowledge securely.

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Early years Needs attention

Children in the early years do not learn all of the curriculum as well as they should to be well prepared for their next stage. In some areas of learning, such as early reading, the carefully sequenced curriculum is used effectively to ensure all children make progress. Helping children to learn to read is a priority from the moment children join the school. Children get the time they need to practise new sounds and are well prepared for this aspect of Year 1. However, this is not the case in all areas of learning.

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Early years Needs attention

A wide range of engaging activities is available covering all areas of learning. A large playground space includes exciting opportunities for outdoor learning. However, some activities on offer are too hard for some children and too easy for others. Routines and expectations are not sufficiently consistent to ensure that all children learn how to concentrate on activities and do their best. Some interactions between staff and children are not precise enough to ensure that all children get the support they need to develop their language and communication skills. As a result, not all children progress as well as they might from their various starting points.

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Leadership and governance Needs attention

Willowbrook has been through a significant period of change. The school has moved into a new trust and had several changes in senior leadership. During this time, leaders and governors have not ensured that weaknesses in the school were identified and quickly addressed. Recently, through new leadership and with increased support from the trust, key areas of the school have started to improve. For example, the support for disadvantaged pupils and those with special educational needs and/or disabilities has been strengthened, and the teaching of early reading has become more effective.

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Leadership and governance Needs attention

Leaders understand the strengths in the school and the work that still needs to be done. The trust provides considerable additional support in a range of areas. This strengthens many aspects of the school, for example, the pastoral support that disadvantaged pupils receive. Trustees have a very clear understanding of the school. Effective scrutiny, purposeful reports and regular visits enable the trust to celebrate the school's progress and hold leaders increasingly to account. Visits to the school enable the trust to see progress for themselves, for example the significant improvement in pupils’ behaviour. Together, leaders are beginning to improve outcomes for all pupils.

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Leadership and governance Needs attention

Staff are overwhelmingly positive about the direction of the school. They feel their workload and wellbeing are well supported, including staff who are new to the profession. Staff value the training they receive, such as in the teaching of phonics, to support the teaching of the curriculum. Leaders have supported teachers with an agreed approach to teaching and learning. This is revisited regularly to support teacher development.

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

Willowbrook is an improving school. It has been through a period of upheaval with many changes in leadership. Outcomes for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), have been low for some time. Leaders in the school and in the trust are now addressing the root causes of these poor results. However, there is still more to do before all pupils are well prepared for the next stage in their education.

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

Pupils enjoy school because they feel safe and well cared for. They understand the new school values of respect, kindness and ambition. Pupils say these values help everyone to understand how to behave at school. They are pleased that the way they behave in lessons and around the school has improved. Pupils say that bullying is rare and they know that staff always listen to them and sort things out if they are upset.

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

Lessons are calm. This helps pupils to get more work done because there are fewer distractions from other pupils. They appreciate the help they get with their learning. Pupils say that teachers help them during lessons and give them extra help in small groups if they find something tricky. As a result of this support, pupils are learning and remembering more of the work they cover in lessons. For example, being ambitious helps pupils to keep going when work gets hard.

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

Pupils' personal development is well supported. The school value of kindness encourages them to help others. For example, pupils donate food to the local foodbank to learn the importance of helping others who need it. Pupils value coming together as a school community, such as attending the local church to sing Christmas carols. Parents are generally positive about the school, particularly around the support for pupils with SEND.

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Next steps

Leaders, including trust leaders, should continue to provide the school with robust support and challenge, checking the impact of the school's work to address its key priorities, so that this leads to rapid and sustained improvements.

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Facts and figures used on inspection

Leaders should ensure staff regularly check what pupils know and remember so that pupils build their key knowledge securely in lessons and any gaps are quickly identified and addressed. Leaders must ensure that the early years curriculum is consistently well delivered in all areas of learning and for all children, ensuring that every child has the skills and knowledge they need to do well in the next stage of their education. Leaders need to ensure that pupils with significant gaps in handwriting, spelling and punctuation are given the support they need to become accurate and fluent writers across the curriculum. Leaders should ensure that they reduce the number of pupils who are regularly absent or arrive late to school, including those pupils with special educational needs and/or disabilities.

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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

This school is part of the Acorn Education Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rob Price, and overseen by a board of trustees, chaired by David Middleton.

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About this inspection

During the inspection, inspectors spoke with the headteacher, executive headteacher, senior leaders and other school staff. Inspectors also met with representatives from the trust.

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About this inspection

The school uses one registered alternative provision.

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About this inspection

Since the last inspection, the school has joined the Acorn Education Trust and a new headteacher has been appointed.

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About this inspection

Headteacher: Lindsay Hann 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.

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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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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

2023/24 (final) 33% 46% 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) 56% 63% Close to average

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national average

2022/23 (final) 57% 60% 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) 56% 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

2022/23 (3 term) 5.7% 5.9% 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

2022/23 (3 term) 16.5% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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