Willenhall Community Primary School

Willenhall Community Primary School

Address: St James Lane, Coventry, West Midlands, CV3 3DB Unique reference number (URN): 134745

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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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Curriculum and teaching Expected standard

Leaders accurately evaluate strengths and areas for improvement in the curriculum. They take appropriate action to strengthen provision. As a result, the curriculum enables pupils to progress over time. Leaders have a sharp understanding of the quality of teaching across the school. They prioritise professional learning so that staff develop the expertise to teach the planned curriculum effectively. Across the curriculum, opportunities to practise oracy help pupils to build language and vocabulary. New handwriting and mathematics approaches clearly set out the knowledge that pupils are expected to learn. Staff generally teach these well. When pupils do not secure early reading, writing and mathematics knowledge, leaders increasingly provide the right support to help close some of their gaps. This means that many pupils are accessing the help they need to catch up in these important areas of learning.

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Curriculum and teaching Expected standard

Staff adapt lessons well for pupils with special educational needs and/or disabilities and those with lower starting points. Leaders make sure that disadvantaged pupils access support and intervention in lessons to help them progress. Sometimes, staff do not precisely match tasks to the intended learning, which leads to lost learning time. This can limit the progress some pupils make.

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Early years Expected standard

Children make a positive start to school life in the early years. Staff work hard to find out children’s needs and barriers before they start. Leaders design plans to help children with special educational needs and/or disabilities and those who may be vulnerable. Staff implement these well. As a result, children settle quickly and access effective support from the earliest possibility.

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Early years Expected standard

Leaders and staff establish positive relationships with families. Staff create a warm, nurturing environment. They support children to understand and manage their emotions. This helps children to play together well, take turns and make positive choices.

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Early years Expected standard

Leaders have designed a curriculum that considers children’s starting points. The curriculum takes into account any gaps in children's knowledge and experience. It builds knowledge across important areas of learning, including early reading, writing and mathematics. Leaders check that staff implement this well. They provide training so that staff have the expertise they need. Language and vocabulary are central to the early years approach. Staff engage in high-quality interactions and use songs and rhymes across the day. As a result, children learn and play in a language-rich environment. They progress well across the early years curriculum and start Year 1 ready for their next stage of learning.

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Inclusion Expected standard

Leaders identify pupils' needs swiftly when they first join the school. This helps pupils to settle quickly and access the right support from the earliest stage. Leaders work with families to shape this support. This helps leaders to design precise plans that meet the needs of pupils. Across the school, staff understand pupils’ barriers and provide effective support. This means that pupils’ barriers to learning and/or wellbeing reduce over time. As a result, pupils successfully access their education and wider school opportunities. Support for pupils known to social care or with barriers to their wellbeing is proactive and highly responsive. Consequently, vulnerable pupils thrive.

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Inclusion Expected standard

Leaders train and support staff to adapt classroom provision effectively for pupils with special educational needs and/or disabilities (SEND). Some pupils learn in the school's ‘Bridge’ provision. Here, they access a curriculum that is well matched to their complex needs. This helps pupils with SEND to progress well from their starting points.

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Inclusion Expected standard

Leaders allocate funding for disadvantaged pupils well. They track these pupils' progress carefully and ensure they access a rich range of experiences. This helps disadvantaged pupils to achieve and feel they belong. Leaders use alternative provision appropriately to reduce barriers and help pupils to reintegrate into school.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and areas for improvement. They evaluate the provision accurately and focus on improving the right things, in the right order. Where they have prioritised their attention, there has been demonstrable improvement. For example, inclusion practices are effective, safeguarding is robust and behaviour is consistently positive. They make decisions that are in pupils’ best interests, particularly those who are vulnerable or experience barriers to their learning and/or wellbeing. Leaders are aware there is further work to do around achievement and attendance and are taking appropriate action to improve both areas.

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Leadership and governance Expected standard

Governors know the school well and understand their statutory duties. They provide effective support and challenge to leaders at a strategic level. Governors allocate resource to address challenges that leaders identify. They bring in external professionals to support leaders. Leaders, governors and the local authority work closely together to improve standards across the school.

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Leadership and governance Expected standard

Staff speak positively about leaders’ actions to support their workload and wellbeing. They appreciate the focus on professional learning and development. Leaders provide training that helps staff build the knowledge and skills they need for their roles and level of experience. This ensures that there is a professional culture of ongoing improvement. Leaders work with families and the community to provide the best possible support to pupils. This creates a warm and welcoming environment.

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Personal development and wellbeing Expected standard

Leaders have established a comprehensive personal development programme tailored to the needs of pupils. They carefully consider what experiences, opportunities and knowledge pupils need to be ready for the next stage. Leaders work with families to remove barriers to access so the full programme is an entitlement for all. Leaders design opportunities to match pupils’ interests, such as an expanded lunchtime provision and specific clubs. Additional opportunities for pupils with special educational needs and/or disabilities provide them with

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Needs attention

further enrichment beyond the academic. This means that everyone benefits from the planned offer.

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Needs attention

Pupils know how to keep themselves safe online and outside of school. They understand how to live a healthy lifestyle and how to maintain positive friendships. Pupils have an appreciation of fundamental British values, such as the rule of law and democracy. For example, they vote for leadership positions and understand why it is important for everyone to have a say. Pupils are confident and independent and include others. There is a culture of respect and tolerance, where all are welcome.

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Needs attention

Trips and experiences are purposeful and meaningful. Pupils understand the difference they make, such as building social skills or deepening learning. They especially enjoy residential visits. Further opportunities in the community broaden pupils’ spiritual and moral development. These include supporting local charities and singing at care homes. Leaders ensure that a wide range of clubs help nurture talents and introduce pupils to new interests. The school's work on careers also broadens pupils' aspirations.

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Needs attention

Pastoral support is proactive and responsive. Leaders identify potential challenges to pupils’ wellbeing and help them to manage them. Support from school staff and outside agencies helps remove barriers to wellbeing. This means pupils feel safe and thrive in a nurturing environment.

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Achievement Needs attention

Pupils do not achieve well enough in reading, writing and mathematics by the end of key stage 2. Across the school, pupils, including disadvantaged pupils, have gaps in this important knowledge. As a result, many pupils are not as well prepared for the next phase of their education as they need to be. Recent improvements to the curriculum are helping more younger pupils read, write and calculate accurately from an early stage. Although significant gaps remain for older pupils, they are closing. Generally, teaching across the school is effective, which results in positive outcomes in the Year 1 phonics and Year 4 multiplication checks. However, recent improvements to the curriculum have not yet impacted on pupils’ end of key stage 2 tests.

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Achievement Needs attention

In the wider curriculum, pupils achieve more highly than they do in reading, writing and mathematics. They develop knowledge across the range of subjects. Pupils speak confidently about what they have learned. Those with special educational needs and/or disabilities progress well from their starting points.

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Attendance and behaviour Needs attention

Although leaders implement effective systems to monitor and analyse attendance, some of their work to intervene and improve pupils’ attendance is at an early stage. As a result, too many pupils do not attend school regularly. Leaders know pupils and families well and identify barriers to attendance. Whole-school approaches and targeted intervention help reduce these barriers for some individuals so that they attend more regularly. Staff understand the importance of promoting a culture of attendance. They greet pupils positively and treat them with respect and warmth so that they generally want to be in school.

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Attendance and behaviour Needs attention

Behaviour across the school is consistently calm and orderly. Leaders deal with any form of discrimination quickly and effectively. Bullying is always dealt with. This creates an environment where pupils can learn and feel safe. Pupils typically work hard and generally concentrate well. Leaders work closely with individuals and families to support behaviour for those who struggle. As a result, these pupils increasingly make positive choices and access wider school life. Where needed, leaders ensure staff adapt the classroom environment to help pupils to manage their emotions. This helps them to integrate with their peers and improves their wellbeing.

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

Pupils at Willenhall Community Primary School are happy, friendly and welcoming. They enjoy positive relationships with staff and with each other. As pupils enter classes each day, adults greet them with genuine care and warmth. Staff are nurturing and kind, which means pupils feel valued.

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

Lessons are calm and settled. Pupils typically work hard. Despite this, too many older pupils do not secure the important knowledge needed in reading, writing and mathematics to be ready for secondary school. However, new approaches are raising achievement for younger pupils, and targeted support is beginning to help older pupils catch up. Across the wider curriculum, pupils achieve well. Those with barriers to learning progress well from their starting points and access the support they need to flourish.

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

Children start school confidently in the early years in a warm and inclusive environment, which sets them up for future success. A culture of belonging runs through the school. Pupils take part in many opportunities and experiences. They understand that these help them learn and grow. They have a say in how to improve things in school, and their leadership roles are meaningful. Social times are a highlight. Pupils enjoy these times and engage in a variety of different activities, such as den building, sand play and music.

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

Too many pupils do not attend regularly enough. However, some pupils are now missing less school because of help from leaders. Pupils access effective pastoral support. This helps them when there are barriers to their wellbeing. They feel safe. They trust adults to deal with issues and say bullying is rare. When pupils find it hard to make positive choices, leaders and staff help them, so their behaviour improves over time.

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Team inspectors:

Stephanie Peters, Ofsted Inspector Declan McCauley, Ofsted Inspector Deena Frost, 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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Next steps

Leaders should continue to prioritise their work to ensure that the school's attendance strategy consistently improves pupils’ attendance and reduces rates of persistent absence. Leaders should continue to embed improvements to the reading, writing and mathematics approach so that pupils consistently secure important foundational knowledge and skills. Leaders should make sure that the tasks that teachers select for pupils to complete are precisely focused on the important knowledge that pupils need to acquire.

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About this inspection

The chair of the board of governors in this school is Rosella Brennan.

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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

This inspection took place on 15 and 16 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, assistant headteachers and other leaders during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one alternative provision, which is unregistered.

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About this inspection

Headteacher: Jennifer Mclean The inspector(s) used this data during the full inspection on 15 September 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

2022/23 (final) 59% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2022/23 (final) 66% 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

2022/23 (final) 80% 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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average

2024/25 (final) 38% 47% Close to average

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average

2023/24 (final) 35% 46% Close to average

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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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national average

2023/24 (final) 52% 62% Close to average

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national average

2022/23 (final) 71% 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) 48% 59% Close to average

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average

2022/23 (final) 46% 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

2024/25 (final) 55% 61% Close to average

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average

2023/24 (final) 55% 59% Close to average

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average

2022/23 (final) 64% 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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