Winshill Village Primary and Nursery School

Winshill Village Primary and Nursery School

Address: Brough Road, Winshill, Burton-on-Trent, DE15 0DH Unique reference number (URN): 146085

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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

On the whole, pupils achieve well. Younger pupils secure the important early reading, writing and mathematical knowledge they need to be successful. Older pupils typically have the knowledge they need to be ready for the next stage of their education. Last year, the end of key stage 2 results in reading, writing and mathematics were lower than in previous years, including for disadvantaged pupils. Leaders identified the contextual reasons for this. In other areas, such as the Year 1 phonics check and the Year 4 multiplication tables check, pupils achieved in line with national levels. Similarly, pupils across the school achieve standards in line with expectations for their age in English and mathematics. They progress well from their starting points. This includes disadvantaged pupils and those with special educational needs and/or disabilities.

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Achievement Expected standard

In the wider curriculum, pupils generally remember important concepts and ideas. Although most take pride in their work, some do not produce the same quality of handwriting and presentation as they do in English and mathematics.

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Attendance and behaviour Expected standard

Leaders understand the importance of good attendance. They implement effective systems to check attendance and identify issues early. Leaders understand pupils’ barriers to attending. This enables them to intervene effectively to reduce barriers. They achieve this through working with families and supporting the pupils where needed. In addition, leaders provide an extensive programme of enrichment and ensure the school is a welcoming, inclusive environment. This means pupils want to attend. As a result, persistent absence is consistently in line with national levels and most pupils attend well, including those with special educational needs and/or disabilities and disadvantaged pupils.

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Attendance and behaviour Expected standard

Pupils behave well. Leaders implement effective systems to promote positive choices. They reward good behaviour. Where pupils need more help to manage their emotions, leaders support them through adjustments such as safe spaces, cards to help label emotions and calm corners. This means pupils learn what to do if they feel angry or sad. Pupils know the rules and understand the importance of everyone following them. In lessons, they typically work hard and focus well, including children in the early years. Bullying, or any form of discrimination, is rare, and leaders quickly deal with it.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the curriculum and teaching. They have implemented a well-sequenced curriculum. It provides progression across subjects. In English and mathematics, leaders implement structured programmes to secure important knowledge. This includes phonics, which staff teach effectively. For older pupils who have gaps in this knowledge, leaders provide extra help.

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Curriculum and teaching Expected standard

In the wider curriculum, pupils learn about a range of topics and practise important subject- specific skills, such as mapwork in geography and investigations in science. Sometimes, tasks do not allow pupils to develop their ideas fully. This limits the practice they have with new vocabulary and how deeply they think about taught content. As a result, they are sometimes not challenged as much as they could be.

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Curriculum and teaching Expected standard

Teaching is typically effective across the curriculum. Leaders know their staff well. They provide effective professional learning opportunities for them. This ensures that staff have, or are gaining, the expertise they need to support pupils effectively. Staff ask questions to check pupils’ knowledge and adjust teaching to address misunderstandings. They provide helpful resources for all pupils, such as word banks and sentence starters. These help pupils to complete their work confidently. For those who need extra help, staff make effective adaptations across the curriculum. As a result, pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, access learning well.

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Early years Expected standard

Even before children start school, leaders visit them to ensure they know them well. This helps them to settle quickly and start successfully. Staff care warmly for children and establish positive relationships right from the start. Even the youngest children are confident and independent because they are in a safe and secure environment. Across the early years, children interact well with one another and treat each other with respect.

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Early years Expected standard

Leaders have designed a curriculum that helps children to progress across the 7 areas of learning. They have thought carefully about children’s different starting points and joining ages. This means that staff know the small steps children need to take to be ready for the next stage. This includes pupils with special educational needs and/or disabilities. Staff generally teach important early reading, writing and mathematics knowledge well.

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Early years Expected standard

Children enjoy the activities that staff provide for them. Sometimes, staff do not precisely match these activities to the intended learning. As a result, some activities are not as purposeful. Staff typically interact effectively with children, including through rhymes and songs. This helps to develop children’s language and vocabulary.

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Inclusion Expected standard

Leaders swiftly identify pupils' needs. They work with families before pupils start school so that they know them well. Language checks on entry across the early years mean that leaders know which children have barriers to learning. This means they can put support in place quickly. When pupils start the school in-year, leaders help them settle well and access any support they need from an early stage.

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Inclusion Expected standard

Leaders design support plans with precise targets that help staff to provide the right support. Staff understand how to implement this support well. Leaders check that the support is making a difference. This leads to barriers typically reducing quickly.

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Inclusion Expected standard

There are some pupils with complex special educational needs and/or disabilities. For these pupils, leaders have implemented an inclusion hub. This generally provides the support these pupils need to be successful at school. There is also a hub for older pupils with a high level of learning needs. They access teaching tailored to their needs, which reduces barriers to learning.

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Inclusion Expected standard

Leaders spend funding for disadvantaged pupils well. They use it to reduce barriers to learning and to ensure these pupils access the full school offer, so that they feel they belong. Those known to social care access regular and effective pastoral support. This means they feel safe and listened to.

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Leadership and governance Expected standard

Since the last inspection, there have been changes to the school’s senior leadership team. Leaders have quickly established an accurate understanding of the school’s strengths and areas for improvement. They have worked on the right things in the right order. Where they have focused their attention, the provision has improved. For example, they have sharpened systems for behaviour, inclusion and safeguarding. As a result, pupils are safe and secure and integrate well with their peers. Leaders always act in the best interests of pupils.

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Leadership and governance Expected standard

Leaders are ambitious for their pupils. They act strategically to raise aspirations and expand horizons. Vulnerable pupils are always at the centre of leaders' thinking. As a result, the provision for pupils with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care is effective. These pupils feel happy and safe.

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Leadership and governance Expected standard

Trustees meet their statutory duties. They have a clear strategic overview of the school. They understand what it needs to move forward and ensure that the multi-academy trust supports the school well. Local governors typically provide the right level of support and challenge.

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Leadership and governance Expected standard

Staff appreciate leaders’ work to support their wellbeing and workload. Leaders ensure staff access effective professional learning. They provide opportunities to discuss learning and collaborate. This ensures staff have the expertise they need to fulfil their role effectively. Parents praise the school’s work. Leaders ensure there are lots of chances for parents to come into school to build positive partnerships.

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Personal development and wellbeing Expected standard

Leaders have designed a personal development programme tailored to the needs of the pupils in the community. They have thought carefully about which experiences would enrich pupils’ lives the most. For example, some pupils have limited access to outdoor space. In response to this, leaders have developed an expansive social time provision. This provides lots of opportunities for pupils to play and cooperate together through a wide variety of activities. The club offer provides something for everyone, including sports, cooking and gardening. In addition, trips enrich the curriculum but also enhance belonging. For example, pupils sing in the choir at church and with other schools in national arenas. To forge closer links with the community, pupils help residents at care homes and invite them into school to watch performances. Leaders ensure that pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils fully access this enrichment offer. All this

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Personal development and wellbeing Expected standard

results in pupils growing into confident, well-rounded individuals ready for life outside of the school gates. Pupils interact positively with one another and know how to be good friends. They show tolerance and embrace the spirit of fundamental British values. They have opportunities to vote in pupil leadership elections, and pupil leaders take their roles seriously. Wellbeing buddies help those who feel upset, and playground buddies make sure everyone has someone to play with. Pupils know how to keep themselves safe, both online and outside of school. They generally know how to stay healthy. As a result, pupils, including those with SEND and disadvantaged pupils, are ready for the next stage.

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Personal development and wellbeing Expected standard

Pastoral support is effective. For those experiencing ongoing barriers to their wellbeing, including those known or previously known to social care, leaders implement structured mental health support. This helps them to feel safe and secure. Where pupils experience challenges and need some extra help, pastoral support is responsive. As a result, their barriers to wellbeing reduce swiftly.

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

Right from the start of the day, pupils want to be at Winshill Village Primary and Nursery School. Junior leaders welcome other pupils through the gates, and leaders warmly greet families. There is a culture where pupils treat each other kindly and respectfully. They feel they belong because leaders listen to what they have to say and take an interest in them. Playtimes are a highlight. There is so much to do that pupils find fun and interesting, such as sledging, playing in the mud kitchen, digging in the sand pit and building dens. As well as this, pupils enjoy the after-school clubs that are on offer, ranging from choir to axe throwing. Pupils take part in lots of other experiences to enrich their school lives, such as laser tag and singing with other schools at a local cathedral.

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

In lessons, pupils work hard and listen well. In the early years, children focus on activities for extended periods. Older pupils work well together and want to be successful. Leaders raise aspirations for them so they know that working hard now will help them in later life. Pupils enjoy their lessons. Most pupils across the school progress well. This includes disadvantaged pupils and those with special educational needs and/or disabilities. They typically have the knowledge they need to ensure they are successful in the next stage of their education.

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

Pupils attend well. If they find it hard to come to school, leaders help them. For those who need adjustments to access learning, leaders understand their needs and make sure they have the right support. Disadvantaged pupils access effective support, which helps them to thrive. There is a culture of acceptance and care. Pupils behave well and say bullying is rare. They trust staff to deal with issues.

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Next steps

Leaders should ensure that staff design and select learning activities that help pupils, including higher attaining pupils, to consistently develop the depth of knowledge they

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Team inspectors:

Gill Turner, Ofsted Inspector Rob Johnstone, 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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Facts and figures used on inspection

This data is from 16 June 2026 need across the curriculum. Leaders should ensure that staff in the early years design activities precisely matched to intended learning so that pupils consistently progress well across all 7 areas of learning. Leaders should ensure pupils consistently produce high-quality work across the wider curriculum.

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About this inspection

This school is part of the John Taylor MAT, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mike Donoghue OBE, and overseen by a board of trustees, chaired by Colin Hopkins.

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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 headteacher, deputy headteacher, special educational needs and disabilities coordinator, inclusion lead and other leaders during the inspection.

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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 changes since the last inspection:

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About this inspection

A new headteacher and deputy headteacher have joined since the last inspection.

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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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national average

2022/23 (final) 55% 60% 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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average

2022/23 (final) 74% 71% 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) 68% 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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average

2022/23 (final) 50% 44% 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

2022/23 (final) 50% 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

2022/23 (final) 70% 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

2022/23 (final) 70% 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) 4.9% 5.2% Close to average

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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 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

2024/25 (3 term) 12.6% 13.0% Close to average

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national average

2023/24 (3 term) 13.3% 14.6% Close to average

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national average

2022/23 (3 term) 17.7% 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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