Wolsingham Primary School

Wolsingham Primary School

Address: Upper Town, Wolsingham, Bishop Auckland, County Durham, DL13 3ET Unique reference number (URN): 114068

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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

By the end of key stage 2 pupils achieve well. The curriculum and teaching is more effective in upper key stage 2. Pupils make good progress from their starting points.

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Achievement Expected standard

Generally, the school provides support to help pupils secure the knowledge and skills they need for the next stage in their learning. Children learn to read quickly and accurately.

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Achievement Expected standard

Pupils' books show that they progress through the curriculum across subjects. Pupils with barriers to their learning or special educational needs and/or disabilities make good progress from their starting points by the time they leave the school. Most pupils with disadvantage achieve well.

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Achievement Expected standard

Most pupils' are able to talk about their recent learning when prompted. They develop knowledge across the curriculum and make links with their previous learning. Pupils remember their learning well over time and enjoy their learning across subjects.

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Attendance and behaviour Expected standard

Attendance is highly positive across school. Pupils attend school well. The school shares clear expectations and messaging regarding the importance of attending school well. This begins right from the Nursery year. The school understands the barriers to attendance for some pupils with medical needs and other barriers. Leaders analyse school attendance data closely. This gives them a clear understanding of the patterns linked to attendance. Leaders use this insight to provide timely support to families, which contributes to improved attendance. All staff across school promote the same clear and shared expectations of attending school well.

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Attendance and behaviour Expected standard

Pupils are polite and are keen to talk about their learning and the day ahead. Pupils know and understand the routines of the school day. They collaborate well in lessons and act with maturity when working independently. There are clear expectations of how pupils should behave. Pupils' behaviour in lessons is generally positive. There are pockets of unkind behaviour. A small number of pupils and parents are concerned about behaviour and bullying in school. However, pupils are confident that staff will always address poor behaviour. The school do not routinely record behaviour incidents which limits how well leaders can identify and respond to patterns and trends in behaviour.

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Early years Expected standard

Children are safe and happy in the early years. They are well cared for. The school has established clear routines and expectations. Children understand these well.

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Early years Expected standard

Children benefit from a well designed curriculum in early years. Leaders have worked with the local authority to develop the curriculum in order to give children a successful start to their education. Staff understand children's starting points and have made particular adjustments to strengthen transition into school. The transition from Nursery to Reception is well considered, as is the learning for children that spend 5 or 6 terms in Nursery.

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Early years Expected standard

Teachers make effective choices about what to teach and when. Staff are well aware of the intended learning in each area and the important vocabulary that children need to know. Children benefit from the high quality interactions between them and staff. Staff extend children's thinking and language in conversation and are well aware of children that need additional support or teaching. This is provided in a timely way. Children with special educational needs and/or disabilities (SEND) benefit from staff that know them well and the tailored support they receive.

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Early years Expected standard

There are well established daily routines to help develop children’s independence. Children work towards certificates for achieving particular milestones. They are very proud of these. The time children spend in early years helps them to be well prepared for Year 1.

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Inclusion Expected standard

Staff know pupils well. There are clear systems in place to understand the barriers to learning for some pupils. This is the case whether they join in early years or part way through their educational journey. The school works well with external agencies to identify and meet pupils' needs. Leaders are developing their systems to understand and meet pupils' changing needs and how best to support them.

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Inclusion Expected standard

The quality of support plans for pupils with special educational needs and / or disabilities (SEND) is variable. This means that the curriculum and teaching for some of these pupils is not as precise as it could be. Leaders have identified this as a current priority. The school is taking action to improve this area.

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Inclusion Expected standard

Disadvantaged pupils are well considered. There is appropriate evidence used to inform the pupil premium strategy and the funding is managed well. The school understand pupils' barriers to learning and provides timely support to reduce these. The school closely considers the pastoral and academic support that children known to social care need. Staff work with external agencies to best support these pupils.

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Personal development and wellbeing Expected standard

The school has created a comprehensive and well considered personal development programme. As part of this, the school develops pupils' sense of citizenship and raises their aspirations. The school encourages pupils to take up various pupil leadership positions across school. For example, by serving as house captains, eco warriors or as members of the 'kindness crew'.

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Personal development and wellbeing Expected standard

The personal, social, health and economic curriculum provides pupils with the skills and knowledge they need to help them learn how to be safe. Pupils are able to talk about how to stay safe in the community, as well as being healthy mentally and physically. They refer to feeling comfortable to go to staff with any worries or concerns they have. They make use of the ‘worry monster’ in school, as a way to conquer their worries. Pupils know that staff will look after them if they hurt themselves. Pupils also recognise that the school rules keep

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Needs attention

them safe and help them belong. Pupils are confident to access the pastoral support available to them in school.

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Needs attention

Pupils develop an understanding of equality and British Values. They know why this is important for them to learn. They link these to their school values and their learning about respect and fairness.

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Needs attention

The school provides regular opportunities to engage with the wider community. For example, taking part in the Wolsingham show, making lanterns for the local Christmas parade, local sporting events or watching the secondary school play. This helps pupils to feel part of the school and the local community. The school provides a broad range of extra curricular clubs, however uptake of these is currently low. Pupils look forward to the residential visit at the end of Year 6 and other educational visits. The school is well supported by the 'Friends of Wolsingham Primary School'. Pupils also enjoy taking part in fundraising activities for the school and wider causes.

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Curriculum and teaching Needs attention

The school has prioritised pupils securing a strong foundation in reading, writing and mathematics. It has structured the school day to allow pupils plenty of time to practise these important skills. Early reading is well taught. In the main, staff have high expectations of pupils and these are reflected in the classroom and pupils' books. However, leaders do not have an accurate picture of the quality of curriculum and teaching in some areas of the school's work.

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Curriculum and teaching Needs attention

The structure and design of lessons provide opportunities for pupils to understand key vocabulary and recap learning from previous lessons. Typically, teachers have a clear understanding of pupils' starting points and where they have gaps in knowledge. However, there are inconsistencies in how well teachers check that pupils have understood what they have been taught. Some classes in school are mixed-aged. In the core subjects of English and mathematics, there is not sufficient distinction between the different year group expectations. The curriculum design for some lessons in these classes does not build pupils' knowledge in a logical order. Sometimes, teachers do not help pupils to build on what they already know.

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Curriculum and teaching Needs attention

The school are developing their practice for support for pupils with special educational needs and/or disabilities (SEND). Pupils benefit from the support provided through interventions outside of the classroom. However, in lessons, for some pupils with SEND, staff do not adapt the curriculum or teaching to reduce barriers to their learning as effectively as they could. The school are developing their approach to this through improving the precision of support, deployment of support staff and tailoring the curriculum accordingly.

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Leadership and governance Needs attention

Leaders put pupils first. They have worked with the local authority and governors to improve areas that needed development. In some parts of the school, they have identified the right priorities and this has led to clear improvements. However, in other areas, leaders do not have a clear enough understanding of the school's work to bring about the needed changes. This is especially true for the curriculum and teaching. In these aspects of the schools work, leaders are not making improvements quickly enough.

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Leadership and governance Needs attention

The school safeguarding systems are understood and followed well by all staff. However, leaders do not consistently maintain safeguarding incident recording with enough accuracy and detail. This means that some records are highly detailed and others not. Leaders' approach to recording limits their ability to have a clear strategic oversight of safeguarding.

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Leadership and governance Needs attention

Governors are aware of their statutory duties and and the strategic direction of the school. Governors support and challenge leaders appropriately. However, there are some aspects of reporting that are not fed back to governors accurately enough. For example, regarding parental concerns and pupils' behaviour. Without clear expectations and a consistent approach to how information is shared, governors are not provided with an accurate enough picture to provide robust challenge across all areas.

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Leadership and governance Needs attention

Staff are happy working at Wolsingham Primary School. Their workload and wellbeing being is well considered. Staff value the training opportunities they have and share how these have developed their practice. Parents are mostly happy with the school. Although some parents feel that support of pupils with special educational needs and / or disabilities (SEND) in lessons and behaviour could be improved.

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

Wolsingham Primary School is a welcoming and nurturing school. Pupils are safe and happy here and enjoy being a part of the school. They enjoy being part of their house teams and the various ways they can earn and celebrate house points. This is an enjoyable part of their school life. Pupils enjoy celebrations throughout the school week and term. They are particularly motivated to win the 'Eco-bear' if their class is the most eco-conscious throughout the week.

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

Pupils achieve well and are well prepared for their move onto secondary school. Across school, pupils enjoy their learning and look forward to lessons and the enrichment activities the school organises. Pupils are also keen to show their work on display around the school and share their whole class achievements.

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

Pupils describe behaviour as good most of the time. Bullying is a concern for some pupils, though they are confident that staff will address it if it happens. Pupils have an understanding of treating others fairly. They are encouraged to contribute positively to their school and local community. The school has taught pupils how to keep themselves safe online and in the community. They understand how to spot risks and how to report them. Pupils are comfortable to speak to staff about any worries or concerns they have. They make use of the ‘worry monster’ in school as a way to share their worries. They know staff will look after them if they hurt themselves.

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Next steps

Leaders should strengthen their systems to maintain a strategic oversight of all aspects of safeguarding. Leaders should also strengthen the accuracy and detail in their recording of safeguarding incidents. The school should improve curriculum sequencing for mixed aged classes and ensure that staff adapt the curriculum for pupils with special educational needs and/or disabilities (SEND) and continue to strengthen how consistently assessment is used across some classes. Leaders should strengthen their work to ensure that they have a better understanding of behaviour trends and patterns across school so that the school can develop their response to emerging behaviours. Leaders should strengthen their quality assurance systems so that they have an increasingly accurate understanding of the quality of the curriculum, teaching and an improved strategic oversight of all aspects of the school's work.

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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 school's senior leadership team, representatives of the governing body and the local authority during the inspection.

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About this inspection

The inspectors confirmed the following information about the school: There have been no relevant changes since the previous inspection.

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About this inspection

The chair of governors is Mrs Louise Clark.

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About this inspection

The school does not make use of any alternative provision.

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Lead inspector:

Georgina Chinaka, His Majesty's Inspector

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Team inspectors:

Julie McGrane, Ofsted Inspector Katie Spurr, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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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 6 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 needs support 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

2023/24 (final) 64% 61% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 75% 73% Close to average

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average

2022/23 (final) 79% 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

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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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