Walliscote Primary School

Walliscote Primary School

Address: Walliscote Road, Weston-Super-Mare, Somerset, BS23 1UY Unique reference number (URN): 144922

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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 Expected standard

Overall pupils' attendance is broadly in line with national average. The number of pupils who are regularly absent from school, including pupils with special educational needs and/or disabilities (SEND) and those that are disadvantaged, has reduced. This represents a significant improvement for this academic year.

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Attendance and behaviour Expected standard

Leaders consistently promote the importance of high attendance. They have strengthened their oversight of any trends in low or declining attendance. Leaders take effective action to work with pupils and their families to remove any barriers to regular attendance. For example, they may arrange an 'attendance clinic' or conduct a home visit.

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Attendance and behaviour Expected standard

On the whole, pupils show positive attitudes towards their learning. They know and follow the school's rules of 'be ready, be respectful and be safe'. While there have been a small number of incidents involving racist language, these are not tolerated and are addressed swiftly and effectively by school leaders. Bullying is rare. Leaders take any reports seriously and act upon them swiftly.

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Attendance and behaviour Expected standard

At playtimes, pupils enjoy using their imagination and being creative with play equipment including crates and tyres. They play cooperatively with each other. Leaders make adjustments to support pupils with SEND to manage their emotions and behaviour successfully. For example, with activities such as 'sensory circuits'.

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Early years Expected standard

Children in early years are safe, feel secure and settle quickly into the provision. Leaders arrange an enhanced transition for those children who may need additional support when they join. Staff quickly identify when a child may have a developmental delay or a special educational need and/or disability. Leaders put support in place to enable each child to be successful in their learning. As a result, children achieve well.

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Early years Expected standard

The curriculum is thoughtfully planned so that children successfully build their knowledge across the seven areas of learning. For example, to develop their fine motor skills, leaders ensure children can use a knife and fork and scissors confidently. This supports them to develop a confident pencil grip and write more accurately.

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Early years Expected standard

Staff are committed to developing children's vocabulary and their spoken language. Children benefit from high quality interactions with adults where effective language use is modelled to them. Some children receive additional support from a speech and language professional to ensure they progress alongside their peers.

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Early years Expected standard

Leaders prioritise the early years. School leaders have benefitted from trust and local authority support to further enhance the quality of the provision. For example, the school has recently developed the range of opportunities in the outdoor area.

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Leadership and governance Expected standard

Since the previous inspection, a new leadership team has joined the school. They have quickly developed a detailed knowledge of the strengths and areas for development at Walliscote. Leaders' positive impact can be seen in areas such as the improved attendance of pupils and the now established systems for identifying barriers to pupils' learning.

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Leadership and governance Expected standard

Those responsible for governance provide appropriate support and scrutiny. They closely monitor the impact of leaders' work to bring about rapid improvements. They fulfil their statutory duties. Local governors are ambassadors in the community and a visible presence in school.

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Leadership and governance Expected standard

Leaders have brought staff with them on the journey of improvement. Staff are proud to work at the school. They view the changes leaders are making as purposeful and necessary. Leaders protect staff from excessive workload and find ways to reduce it where possible. Staff say that leaders' actions to improve behaviour have positively impacted on their wellbeing.

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Leadership and governance Expected standard

Leaders make positive use of expertise in the trust and beyond to support improvements at school level. For example, through engaging with regular review and audit processes. Staff benefit from an evidence informed professional learning programme. The current focus on improving the range and effectiveness of teaching strategies is starting to have a positive impact on pupils' learning.

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Leadership and governance Expected standard

Parents and carers are overwhelmingly positive about the school and the improvements that have been made. They appreciate the opportunities to visit the school for community events such as reading cafés, a celebration of work with their children and religious festivals.

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Personal development and wellbeing Expected standard

Pupils learn important knowledge as part of the school's personal development programme. Children in the early years learn about managing their feelings and showing kindness to others. Older pupils develop this to gain an understanding of different types of relationships and the importance of consent. Leaders adapt the curriculum to focus on risks for pupils in this context. For example, they put on additional swimming lessons and re-visit the importance of water and beach safety often. Pupils learn about the risks of sharing information online and how to protect themselves if they do use the internet.

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Personal development and wellbeing Expected standard

Leaders ensure there are a range of opportunities for pupils beyond the academic curriculum. Children in the early years benefit from trips in the local area to experience the routines of daily life and develop their independence. For example, visiting a local coffee shop to order their own drink. Older pupils enjoy trips to museums, art galleries, the theatre, and the town hall.

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Personal development and wellbeing Expected standard

Pupils are well supported to manage their feelings and emotions. For example, the school work with a mental health practitioner who offers additional support and guidance to pupils. Leaders create inclusive opportunities for pupils with special educational needs and/or disabilities (SEND) such as the 'SEND council'. This forum develops pupils' confidence and teamwork and they even invite external professionals along to meetings.

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Needs attention

Leaders promote and celebrate the multicultural community of the school. Classroom doors proudly state the different languages spoken by pupils. Flags in the hall represent the different countries from which pupils have origins. Leaders ensure that pupils feel represented in the range of texts and stories they have selected for pupils to read. Pupils develop a confident understanding of the importance of fundamental British values. They are well prepared for life in modern Britain.

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Achievement Needs attention

Over time, pupils' attainment in national tests at the end of key stage 2 has been below national average for most measures, including reading and mathematics. Too many pupils, including some with special educational needs and/or disabilities, have not made sufficient progress from their starting points. The outcomes in the Year 1 phonics screening check and the Year 4 multiplication check have also been below the expected standard for several years.

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Achievement Needs attention

However, leaders are taking decisive action to improve pupils' achievement. Where pupils' needs are now identified more quickly, these pupils are better supported to access the curriculum and be successful. Staff are beginning to identify gaps in pupils' knowledge and take steps to close these. For example, teachers of phonics now have a detailed understanding of which sounds pupils are yet to secure. However, there remains more work to do so that pupils are as well prepared as possible for their next stage in education.

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Curriculum and teaching Needs attention

Some pupils do not benefit from consistently high quality teaching. Staff do not always make sufficient adaptations for pupils with special educational needs and/or disabilities (SEND), and those with other barriers to their learning. As a result, these pupils can struggle to build their knowledge of the curriculum over time. Errors in pupils' foundational knowledge, such as spelling and handwriting, are not consistently identified and acted upon by teachers. Therefore, for some pupils they persist.

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Curriculum and teaching Needs attention

Leaders have a secure understanding of the quality of teaching at the school. They have started to bring about improvements through the introduction of clear routines and expectations for lessons. Leaders ensure that staff have or develop the subject expertise they need to deliver the curriculum. They have introduced weekly professional learning sessions where staff focus on a range of evidence based classroom strategies. These are starting to have a positive impact on improving the consistency of teaching at the school.

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Curriculum and teaching Needs attention

Pupils follow a broad and varied curriculum. Some pupils with SEND or who speak English as an additional language, have an adapted curriculum which takes into account their individual starting points. The school have introduced a new humanities curriculum which is ambitious and allows pupils to make interesting connections across different subjects.

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Inclusion Needs attention

Until recently, pupils' needs have not always been quickly or accurately identified. Therefore, too many pupils have struggled to access the curriculum and have fallen behind with their learning. Over the last year, leaders have taken appropriate action to identify and assess pupils' needs. The number of children who are now identified as having a special educational need and/or disabilities, and the number supported through an education, health and care plan, has significantly increased.

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Inclusion Needs attention

Leaders know individual pupils well and understand the potential barriers they may face. This includes a developing knowledge of the different starting points for the high number of pupils who speak English as an additional language. However, the classroom support for these groups of pupils is inconsistent. Some learning plans are not precise enough. Therefore, there remains a significant number of pupils whose barriers to learning or wellbeing are not being removed or reduced.

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Inclusion Needs attention

Leaders use additional funding to support pupils who are disadvantaged effectively. The impact can be seen in the improving attainment and attendance of this group of pupils.

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Inclusion Needs attention

The school use alternative provision to support a small number of pupils with complex needs. Leaders monitor the impact of this carefully to ensure that it remains in the best interests of each child.

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

Pupils' overall achievement, as shown by national outcomes, has been below national over time. Some pupils do not receive consistently high quality teaching. Pupils with barriers to their learning have not previously had their specific needs carefully identified. As a result, some pupils have not been well prepared for their move to the next class, key stage, or for their transition to secondary school. They have gaps in their knowledge and their needs have not always been met. Leaders, with the support of the trust, are taking decisive action. These changes are starting to lead to an improved educational experience for pupils.

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

Pupils enjoy their time at Walliscote Primary. They demonstrate the school's motto of 'Aim High, Work Hard, Be Kind' through their daily behaviours. Many more pupils now attend school regularly. They feel safe and cared for and develop trusted relationships with adults. Pupils respond positively to the clear classroom routines and high expectations of leaders. Children in the early years adapt quickly to life at school as they have been supported through 'stay and play' sessions and home visits. Pupils rarely experience bullying here. They report any concerns of this nature to adults and they are dealt with quickly.

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

Pupils are positive about the recently introduced house system and the sense of togetherness it has brought. They enjoy competing for the weekly trophy. Many pupils develop their confidence and independence through taking on a leadership role at the school. These include being a play buddy, anti bullying ambassador or a member of the school council. Pupils have a range of opportunities to extend their experiences, talents and interests. For example, attending a chess club, enjoying an encounter with reptiles, or developing their writing and reporting skills as part of the school's 'Young Journalists' club.

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Next steps

Leaders should ensure that weaknesses and inconsistencies in teaching are rapidly addressed so that all pupils learn the curriculum effectively. Leaders should ensure that any gaps in pupils’ essential knowledge, including reading, handwriting, spoken language and mathematics, are consistently identified and then closed quickly so that pupils achieve well and are ready for their next steps. Leaders should ensure that adaptations to support pupils with special educational needs and/or disabilities, those that are disadvantaged, and those who speak English as an additional language, are well matched to pupils’ needs and lead to the reduction or removal of any barriers to their learning and/or wellbeing.

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About this inspection

This school is part of 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 Carr.

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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 HMI.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, special educational needs and disabilities co-ordinator (SENDCo), the chair and another member of the local governing body, the chair of the trust, the chief executive officer for the trust, the school effectiveness lead for the trust, the head of SEND for the local authority, a group of staff and several groups of pupils during the inspection.

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About this inspection

The school currently makes use of 3 unregistered alternative provisions.

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About this inspection

Since the previous inspection, a new headteacher, deputy headteacher and SENDCo have been appointed.

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Team inspectors:

Jonathan Gower, Ofsted Inspector Hannah Williams, 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 7 July 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

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

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mathematics

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

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average

2024/25 (final) 41% 47% Close to average

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national average

2022/23 (final) 41% 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) 53% 63% Close to average

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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

2023/24 (final) 69% 58% Close to average

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average

2022/23 (final) 55% 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

2023/24 (final) 54% 59% Close to average

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average

2022/23 (final) 55% 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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