Windwhistle Primary School

Windwhistle Primary School

Address: Kingsley Road, Weston-Super-Mare, Somerset, BS23 3TZ Unique reference number (URN): 144925

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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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Early years Expected standard

Leaders’ ambitious vision for the school and community is reflected in the experience of children who attend the early years provision. Children in nursery and Reception Year get off to a flying start. This includes children who are disadvantaged and those with special educational needs and/or disabilities. They benefit from skilled and experienced staff who have crafted a curriculum that reflects the needs of children while maintaining high expectations. There is an ongoing focus on developing children’s communication and language. Staff repeat key words linked to the stories that they read to children to help children expand their vocabulary.

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Early years Expected standard

The school has successfully developed the physical environment in the early years. Activities are designed with a clear and precise intent and purpose to reflect the needs of the children. For example, children thread counters and beads to develop their fine motor skills. The ongoing focus on mark making from the time children arrive in school, supports children to develop age-appropriate handwriting skills. Children engage purposefully in these activities with curiosity and show sustained levels of focus.

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Early years Expected standard

While the number of children who achieve a good level of development remains below national averages, increasingly many children are very well prepared for the demands of Year 1 and beyond.

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Achievement Needs attention

Too many pupils are not appropriately prepared for the next stage of their education. Year 1 phonics screening outcomes are not high enough and too few pupils achieve an appropriate standard of reading, writing and mathematics by the time they finish Year 6. This has been a direct result of significant turbulence in school leadership and staffing, which has led to teaching not being effective enough.

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Achievement Needs attention

School and trust leaders have begun to stem this decline in academic standards. They have instilled a culture of high expectations combined with a robust curriculum. The impact of this rigour is now evident in the work that pupils produce. Pupils take pride in their presentation. Handwriting is of an increasingly improved quality, across all subjects. Pupils complete their mathematical calculations with increasing precision. However, too many pupils, especially in key stage 2, have gaps in their foundational knowledge, which hinders them in their learning.

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Attendance and behaviour Needs attention

Rates of attendance remain below the national average, this includes those pupils who are disadvantaged and those with special educational needs and/or disabilities. However, pupils are now attending school more often than they have over the previous years. There have also been improvements in the reduction of pupils who are persistently absent. This improvement is underpinned by new school leaders raising expectations and building meaningful relationships with pupils, parents and carers. Regular and robust monitoring of attendance ensures that leaders know which pupils to support. When necessary, leaders ensure that families have personalised support. This includes pupils accessing pre-school breakfast club.

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Attendance and behaviour Needs attention

Systems to promote positive behaviour are well established. Staff support pupils to develop an understanding of their own emotions Pupils take responsibility for managing their behaviour. Generally, behaviour around the school is calm. Most pupils are developing positive attitudes to learning. However, there continue to be too many incidents of behaviour that lead to pupils being suspended. There have been recent improvements to behaviour across the school and pupils report that they generally feel safe. There are no recent incidents of bullying. When any incidents of bullying or poor behaviour occur, leaders are quick to act to support all pupils.

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Curriculum and teaching Needs attention

Whilst leaders have an accurate and informed understanding of the quality of the curriculum and teaching across the school, some teaching is not as effective as it could be. For example, leaders have not ensured that all staff have had the necessary training in the school’s phonics programme and in developing pupils’ oracy skills. This means teaching does not support older pupils to close ongoing gaps in their phonics knowledge effectively. However, the teaching of phonics in the early years and in key stage 1 is a growing strength of the school.

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Curriculum and teaching Needs attention

Pupils benefit from a well-planned curriculum that is rich in skills and knowledge. Teachers have high expectations of what pupils should achieve in lessons. There are established systems for assessing pupils' progression through the curriculum. However, teachers' ongoing checks on what pupils know and remember are not always effective. This means that some pupils continue in their learning without fully securing important knowledge. Consequently, in some subjects pupils do not build consistently on previous learning. Teachers ensure that pupils with special educational needs and/or disabilities and those who are disadvantaged have access to the same curriculum as their peers.

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Inclusion Needs attention

The school does not identify barriers to learning for some pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) as precisely as is could. This means, that their learning is not always adapted as effectively as it could be. Therefore, while pupils with SEND generally access the same rich curriculum as their peers, they do not always progress as well as they could.

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Inclusion Needs attention

Leaders and staff generally know their pupils well. New school leaders, working together with staff, are raising aspirations for what pupils with SEND and those who are disadvantaged can achieve. The number of pupils who are disadvantaged is above the national average and many pupils begin school with barriers to learning in communication and language. Leaders have identified those pupils who require extra support. There are also systems in place to track the progress these pupils are making. Pupils with the highest levels of need are well supported and their targets are precise. This means that these pupils build their skills and knowledge in small, achievable steps.

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Inclusion Needs attention

Leaders have effectively allocated additional funding for pupils who are eligible for the pupil premium. Leaders' ensure that the school's strategy reflects the needs of pupils. For example, leaders ensure that pupils receive effective support with their pastoral needs. The school's use of alternative provision is well considered and reviewed regularly.

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Leadership and governance Needs attention

The school has come out of a significant period of turbulence. There have been numerous changes to school leadership and staffing. This has had a direct impact on all aspects of school life and on pupils' outcomes. The new headteacher, working with the trust leadership, has raised expectations and stabilised the school. However, leaders acknowledge that there is still work to be done to ensure gaps in pupils' knowledge are addressed promptly so that pupils are ready for the next stage of their education. School and trust leaders have a clear rationale for their improvement priorities. The impact of leaders' actions is reflected in the improved quality of pupils’ work and the increased engagement of pupils in classrooms.

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Leadership and governance Needs attention

Local governors and trustees have a clear understanding of the school’s strengths and areas of development. There are structures in place that support those responsible for governance in understanding the actions and impact of support from the trust. Monitoring from external advisors, supports those in governance to provide an effective balance of support and challenge.

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Leadership and governance Needs attention

Staff are committed to the school. They bond together and proudly see themselves as a team. They say that school leaders consider their workload and wellbeing. Staff recognise the positive impact of recent strategies to raise pupils’ attainment. Ongoing professional development for staff is supporting new and inexperienced staff in implementing an ambitious curriculum.

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Personal development and wellbeing Needs attention

School leaders are highly attuned to the needs of all pupils. They are aware of those pupils who lack access to wider experiences that could take them beyond their immediate area. While the experiences that the school offers are not as rich and varied as they could be, leaders are building the school’s capacity to offer opportunities that pupils may not normally experience.

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Personal development and wellbeing Needs attention

As part of the school’s focus on building aspirations, links and visits to local universities begin to sow the seed of how pupils may gain the skills needed for future careers. Pupils develop their understanding of fundamental British values through regular assemblies. Visits from the police help pupils to develop an understanding of the importance of the rule of law. Whereas acting as 'mini police' provide an opportunity for pupils to play a part in improving their local community.

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Personal development and wellbeing Needs attention

The school celebrates and embraces the diverse range of backgrounds and cultures that families are part of. Staff ensure that pupils deepen their understanding of different religions and cultures represented within the school community.

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Personal development and wellbeing Needs attention

Teachers plan a number of trips to complement pupils' learning in class. For example, pupils visit the local church and Wells Cathedral. Pupils also visit the Winter Gardens as part of a music festival. However, at times, pupils are not always clear about how their trips link to what they are learning in class.

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Personal development and wellbeing Needs attention

The school provides sports clubs at lunchtimes and after school which help to develop pupils’ talents and interests.

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

The school has come out of a prolonged period of turbulence that resulted in pupils not receiving an acceptable standard of education. This means that too many pupils left school without being ready for the next stage of their education. However, changes to leadership have led to improved standards across the school. This is not reflected in published outcomes. School and trust leaders have a clear understanding of what their next steps are. They are committed to raising standards.

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

Leaders and staff are ambitious for their community. Staff recognise the critical importance of building positive relationships with parents and carers to support the school in understanding the needs of pupils. This approach has resulted in an increase in the frequency of pupils attending school, although leaders acknowledge that rates of attendance should be higher.

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

Pupils at the school are safe. They know that staff will support them if they have any concerns. Behaviour in the school is improving and classes are generally calm. Pupils engage positively in their learning. Most pupils respond quickly to instructions from teachers. However, leaders acknowledge that further work is needed to reduce the use of suspensions.

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

Pupils are proud of their school. They are kind and polite to one another and enjoy sharing what they have learned with visitors. Parents and carers are highly supportive of the school. They say their children are happy and enjoy coming to Windwhistle primary school.

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Next steps

Leaders should ensure that they accurately identify the specific barriers to learning faced by pupils with special educational needs and/or disabilities (SEND), and those who are disadvantaged so that support is precisely matched to need, enabling pupils with SEND and those who are disadvantaged to achieve well. Leaders should continue to improve pupils’ achievement so that all pupils consistently reach the standards they are capable of and attain well in national tests. Leaders should ensure that staff have the necessary skills and expertise to deliver the curriculum effectively. This includes ensuring that staff in key stage 2 are confident in supporting and reinforcing the school’s phonics programme, so that pupils continue to develop the knowledge and skills they need. Leaders should continue to develop and strengthen pupils' oracy across all aspects of the curriculum and all year groups so that pupils communicate and achieve well.

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Next steps

Leaders should continue to improve pupils’ behaviour and ensure that the number of suspensions reduce further. Leaders should ensure that a coherent and appropriate programme of personal development extends across the taught curriculum combined with wider enrichment opportunities and experiences, so that all pupils, including those who are disadvantaged, are well prepared for their future lives.

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About this inspection

This school is part of the Extend Learning Academies Network, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Adam Matthews, and overseen by a board of trustees, chaired by Rosemary Elizabeth Carr.

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About this inspection

The chair of the board of governors in this school is John Porter.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the CEO, senior leaders from the trust and the school, the special educational needs and/or disabilities coordinator, trustees and governors.

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About this inspection

The inspectors gathered parents’ views by considering the responses to Ofsted Parent View and by talking with parents and carers. The inspectors also reviewed responses to Ofsted’s online staff and pupil surveys.

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About this inspection

The school has nursery provision for three-year-olds.

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About this inspection

There is a before- and after-school club for pupils who attend the school.

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About this inspection

The school makes use of two registered alternative provisions and one unregistered alternative provision.

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Team inspectors:

Hilary Goddard, Ofsted Inspector Faye Pinner, 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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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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average

2022/23 (final) 73% 73% 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) 41% 47% Close to average

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national average

2022/23 (final) 39% 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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average

2024/25 (final) 65% 63% Close to average

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average

2022/23 (final) 65% 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) 65% 59% Close to average

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average

2022/23 (final) 48% 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) 52% 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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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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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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Urgent improvement

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