Witherley Church of England Primary School

Witherley Church of England Primary School

Address: Church Road, Witherley, Atherstone, Warwickshire, CV9 3NA Unique reference number (URN): 120172

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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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Attendance and behaviour Strong standard

Leaders are persistent and ensure that pupils attend school often. They promote high attendance at every opportunity. As a result, the attendance of all pupils as a group remains consistently above the national average. Leaders closely monitor pupils' attendance and punctuality and act quickly when concerns arise. Leaders and staff remove barriers to pupils' regular attendance. The school's skilful work with parents and carers has led to sustained improvements in attendance for those pupils who previously struggled to attend school well. Pupils' persistent absence is very low and continues to decline.

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Attendance and behaviour Strong standard

Pupils demonstrate excellent attitudes to learning and consistently meet leaders’ high expectations. Leaders have established an environment that is highly supportive to learning. Pupils show high levels of self-discipline and dedication to their learning throughout the day. When pupils require additional support, staff provide this effectively through adapted, tailored, and responsive strategies that are embedded fully in school life. Pupils feel safe and say that bullying is not an issue. They know that any form of discrimination is not tolerated. During social times, pupils play together happily, with older pupils looking after their younger friends. Lunchtimes are calm and pupils are highly respectful to all adults. They strive to earn the 'golden lunchbox' for modelling the school rules.

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Achievement Expected standard

Overall, pupils achieve well. Typically, pupils make secure progress through the curriculum. They build appropriate knowledge and skills from their individual starting points. Pupils' attainment over time in national tests is positive. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities, who progress well through the curriculum. Phonics outcomes are equally positive. Pupils read with fluency and confidence.

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Achievement Expected standard

Pupils develop helpful independent learning skills, such as evaluating their own work, which prepares them well for the next stage of education. Across the wider curriculum, pupils show age-appropriate understanding and use ambitious vocabulary in several subjects, for example when explaining geographical and mathematical concepts in detail.

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Achievement Expected standard

Pupils are typically well prepared for their next steps. They become confident learners and communicators. Year 6 pupils have the curriculum knowledge and skills that they need to move on to secondary school with confidence.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. It sets out clearly what teachers should teach and when so that pupils build their knowledge and skills gradually over time. Key vocabulary is identified for pupils to learn in each subject, at each stage. Leaders review the impact of the curriculum and teaching continually. They have an accurate understanding of the quality of the curriculum and how well it is taught. Leaders provide high-quality professional learning to improve staff expertise. For example, new approaches to the teaching of writing have had a positive impact on the quality of pupils' written work.

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Curriculum and teaching Expected standard

Important knowledge such as early reading, spelling, handwriting and number facts are a top priority. Phonics is taught in a structured and consistent way. Staff's subject knowledge is generally secure, and teaching is clear and purposeful. Teachers model learning well and use routines that help pupils understand what to do. Occasionally, staff do not use checks on pupils' learning as effectively as they could to inform their decisions about what to teach next. Sometimes, opportunities to deepen pupils' learning are overlooked.

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Curriculum and teaching Expected standard

Staff make suitable adaptations to meet the needs of pupils with special educational needs and/or disabilities (SEND) and pupils who face other challenges. They use additional resources and carefully considered teaching strategies to enable pupils with SEND to progress well.

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Inclusion Expected standard

This school is inclusive and committed to meeting the needs of all pupils. Staff understand and know pupils well. Leaders review pupils’ emotional and academic progress often to identify any emerging needs early. They also monitor the impact of the support provided. Parents and carers and pupils play a valued and important role as partners in this process. When necessary, leaders work with other professionals and external agencies. Together, they agree on the strategies and approaches needed to help pupils be successful.

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Inclusion Expected standard

Ensuring consistently responsive classroom practice for pupils' emerging needs remains an ongoing priority for leaders. Leaders actively refine and develop their plans for inclusion. These actions typically support pupils with special educational needs and/or disabilities and disadvantaged pupils effectively. Pupils benefit from tailored support for their emotional and social needs. This is prioritised by staff so that pupils quickly gain a sense of belonging and are ready to learn.

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Inclusion Expected standard

Leaders use additional funding appropriately to provide tailored academic and pastoral support for disadvantaged pupils and any pupils who may face challenging circumstances. As a result, these pupils achieve well from their starting points, attend school often and access fully a range of learning and enrichment experiences.

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Leadership and governance Expected standard

Leaders are committed to providing the best possible education and care to all pupils. Their actions reflect their vision of 'enabling all children to fulfil their unique potential; emotionally, academically, physically, socially and spiritually'. The school and close-knit community work together closely to try to achieve this vision. Leaders and those responsible for governance know the school's strengths and areas for development well. They have identified the priorities for improving the school accurately and have developed precise plans to outline how these will be addressed. Every decision made has the pupils' best interests at heart. Governors are effective. They share leaders’ vision for the school and work collaboratively to secure ongoing development. Governors fulfil their statutory responsibilities. Safeguarding is a priority. Governors assure themselves of the impact of leaders’ work by providing

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Leadership and governance Expected standard

The school has a real 'family feel', where staff, pupils, parents and carers are valued and supported well. Parents are overwhelmingly positive about the school, typically describing it as a 'wonderful village school and a school to be proud of'. Leaders empower staff and provide effective professional development so that they can thrive in their careers. Leaders and governors are very mindful of the pressures that working in a small school can bring. Staff speak highly of the leadership in the school. They value the care and consideration leaders give to their wellbeing and workload.

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Leadership and governance Expected standard

Leaders, staff, parents and governors are united in their determination to ensure that pupils learn in a 'safe, happy, inclusive Christian environment that nurtures the individuality of each and every pupil'.

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Personal development and wellbeing Expected standard

The school's core values of 'grow together as a community, embracing difference and diversity' are lived out in daily school life. Leaders have created an environment that celebrates individuality, welcomes all and fosters a genuine sense of belonging. Pupils are prepared well for life beyond school. Leaders have prioritised teaching the importance of respecting differences and treating everyone fairly. Pupils understand the value of difference and see how their own lives can be enhanced by learning about other cultures and religions, although their understanding of these is less secure and developed than other topics they have learned. Most pupils have a secure knowledge of important British values. They demonstrate tolerance and acceptance of others' views and beliefs. Pupils speak knowledgeably about keeping themselves safe online and within the community. They can recognise the features of a healthy relationship and understand how to maintain their

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Personal development and wellbeing Expected standard

Pupils appreciate the opportunities they have to contribute to school life. Many extra- curricular activities, such as crafts and drawing, are led by pupils. Pupils give kind, respectful feedback to others when holding auditions for the eagerly awaited 'Witherley's Got Talent' competition. Educational visits and residential trips enrich pupils’ experiences. Leaders ensure that disadvantaged pupils can access the school’s rich offer. Pupils actively support charitable events. They help others and develop a sense of social responsibility. The school and local community come together often. From Easter bonnet parades and maypole dancing, to singing in the nearby church, the sense of community spirit is prominent.

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Personal development and wellbeing Expected standard

The pastoral support is a strength of the school. Staff help pupils to build positive, respectful relationships with their peers and learn how to manage their emotions. Pupils, parents and carers are positive about pastoral support, which they value highly. This enables pupils to feel confident, cared for and secure at school.

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Early years Needs attention

The early years curriculum is not designed closely enough around the knowledge and skills that children need to know and remember. There is still more to do to ensure that learning activities consistently have a clear purpose and support children to learn the intended knowledge. That said, leaders are ambitious for children to achieve well. They have rightly identified that the early years curriculum needs to be strengthened, particularly the quality of independent learning activities.

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Early years Needs attention

Children's wellbeing is a top priority. Staff ensure that children feel safe and valued from the very start. Children settle well and follow clear routines. They care for each other and show respect when learning together. Children behave beautifully and attend well. They demonstrate growing independence, resilience and social awareness. They understand the importance of healthy choices, such as drinking water and wearing sun hats during hot weather, and show empathy towards others.

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Early years Needs attention

Children generally achieve well from their starting points and are developing key early literacy and numeracy skills. They typically acquire the knowledge that they need to read and write through the school's phonics programme. Staff teach this well and with fidelity. Staff know children well and provide effective support to meet individual needs, including disadvantaged children and those with special educational needs and/or disabilities.

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

Pupils are proud to belong to this small, welcoming village school. Staff ensure that every pupil feels a valued part of this close-knit community. They look after pupils well and understand their individual needs. Pupils feel safe, nurtured and respected. They say that bullying is not an issue. Pupils are confident that staff will support them with any difficulties they may encounter.

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

Pupils behave extremely well and are keen to learn. They follow the school’s well- established routines and learning takes place without interruption. Kindness and courtesy permeate throughout the school. Pupils, including children in the early years, have beautiful manners and they look after each other. They model the school's Christian values of 'let your light shine' and 'striving together for excellence'.

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

Pupils' attendance is high because they value being in 'this great school'. They arrive promptly each day with smiles on their faces and talk enthusiastically about the importance of learning. Lessons get off to a calm, purposeful start. Early morning routines focus on key skills. This helps to ensure that pupils are well prepared for the day ahead. Pupils with special educational needs and/or disabilities and those facing other barriers to learning receive effective support and achieve well. Outdoor learning in the woodland area is a well- established approach used to support some pupils' learning. Pupils enjoy helping out in school and taking on leadership roles, such as leading drawing and computing clubs. These experiences and opportunities enrich pupils’ learning, and foster a sense of responsibility. Pupils make valuable contributions to the local community and the nearby church.

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

The school has high expectations of every pupil to achieve well. Pupils leave the school as well-rounded individuals, ready to embrace the challenges of secondary education and life beyond school. Nonetheless, inconsistencies in the curriculum in the early years mean that some children are not prepared as well as they could be for key stage 1.

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Next steps

Leaders should identify the precise knowledge and skills that children in early years should learn, and ensure that learning activities consistently have a clear purpose to support children to learn the intended knowledge. Leaders should ensure that they support staff to consistently adapt their teaching in the moment and based on their ongoing assessments, so that pupils’ opportunities to progress and deepen their learning are maximised.

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About this inspection

The chair of the board of governors in this school is Mark Essex.

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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, staff, pupils and parents and carers. They also spoke with the school's improvement partner from the local authority, and met with members of the board of governors, including the chair of governors.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school is registered as having a Church of England religious character and is in the Diocese of Leicester. The school's last section 48 inspection was in July 2024.

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About this inspection

The school uses no alternative provision.

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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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average

2022/23 (final) 62% 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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average

2024/25 (final) 80% 75% Close to average

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average

2022/23 (final) 77% 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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average

2022/23 (final) 77% 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) 73% 74% Close to average

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average

2022/23 (final) 77% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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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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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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