Whitelands Park Primary School

Whitelands Park Primary School

Address: Sagecroft Road, Thatcham, Berkshire, RG18 3FH Unique reference number (URN): 140407

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Strong standard

Leaders have a clear understanding of children's needs. They ensure that developing basic skills across all areas of learning is a key priority. New vocabulary is introduced in a clear and well-planned way. Children are given opportunities to hear and practise new words. As a result, they remember and use a growing vocabulary.

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Early years Strong standard

The school is ambitious for all children, including those with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care. Adults are well trained and have the skills they need to ensure that children make secure progress across the different areas of learning. Children receive effective support to access the curriculum through skilled direct teaching and during independent learning.

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Early years Strong standard

Children benefit from warm and caring relationships with adults. Staff engage positively with children. They provide highly effective support to develop children's confidence and independence. When children start school, staff invest time helping them to understand the routines needed for school life. Children are supported to understand these expectations quickly. As a result, the learning environment is calm and purposeful. Children participate positively in their learning throughout the day. Leaders have ensured that care practices are responsive to the needs of all children who attend and reflected throughout the early years environment.

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Early years Strong standard

Staff use assessment to routinely check children's understanding. This information is used to shape future learning and activities. High-quality interactions are precisely targeted to help children achieve their next steps. Adults know what learning to prioritise for each child. This helps children to achieve highly. Consequently, they are consistently well prepared for the next stage of their learning.

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Leadership and governance Strong standard

Since the previous inspection, there have been significant changes to the leadership team. The relatively new team is deeply committed to creating a school where every pupil can succeed both socially and academically. Leaders precisely understand the school's strengths and areas for development. They know what needs to be prioritised. Leaders robustly identify the needs of pupils with special educational needs and/or disabilities, as well as those who face additional barriers to learning. They ensure highly appropriate strategies are in place to help these pupils succeed.

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Leadership and governance Strong standard

Leaders have taken swift and effective action to improve teaching, learning and behaviour. Clear processes are in place for staff to follow in order to meet leaders' aspirations. The curriculum is well planned. Practice is increasingly consistent across the school. Leaders are continuing to refine their plans, so that their high ambitions can be fully realised. The actions leaders have taken have resulted in a positive impact across the school.

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Leadership and governance Strong standard

Staff benefit from research-informed professional learning opportunities. Leaders provide training that strengthens teaching. They use staff's individual development needs when designing the support. Staff know that wellbeing and workload are considered in leaders'

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Expected standard

decision-making. Many parents are positive about the school. Leaders understand the importance of continuing to engage with parents and carers.

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Expected standard

Trust leaders and governors know the school well and use their thorough knowledge and understanding to inform their decision-making. They have a clear grasp of the school’s priorities and hold leaders to account with appropriate challenge and support. Leaders remain focused on the necessary next steps in order to continue to drive rapid improvement.

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Achievement Expected standard

Pupils across the school generally achieve well in national checks and tests. Where this is not yet the case, leaders’ work means that gaps are closing quickly. Leaders have prioritised early reading. This is reflected in outcomes in the phonics screening check, which are consistently above average. Pupils quickly learn the skills they need to read fluently. As a result, they are confident in using the sounds they know to read unfamiliar words.

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Achievement Expected standard

Typically, pupils build their understanding of key concepts as they progress through the school. Disadvantaged pupils and those with special educational needs and/or disabilities are well supported. Generally, pupils remember key information from their learning and make links when they encounter new knowledge and concepts. Leaders are continuing to refine the curriculum further, so their high ambitions for what pupils achieve can be fully realised.

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Achievement Expected standard

Pupils’ work is broadly in line with expectations, although some gaps in basic knowledge remain. Leaders are addressing this to ensure that pupils are consistently well prepared for the next stage of their learning.

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Attendance and behaviour Expected standard

Leaders are clear on the importance of school attendance. They rigorously monitor pupils’ attendance. Leaders work closely with other agencies to reduce pupil absence. They have made some purposeful adaptations to their work on attendance to better support pupils, including those with special educational needs and/or disabilities (SEND), who find attending school difficult. As a result of leaders’ actions, pupils’ absence rates, including for those pupils who are persistently absent from school, are reducing. This means that attendance rates are close to the national average. Leaders have identified that this improvement is more rapid for some groups than for others. As such, they are continuing to refine their systems to improve attendance for all pupils.

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Attendance and behaviour Expected standard

Pupils behave well. Leaders have high expectations of behaviour and have taken prompt action to ensure that all staff share these expectations. Staff are well trained and have a clear understanding of the school's approach to supporting behaviour. Pupils understand the positive ways that behaviour is managed in school. They play well together at social times. Pupils, including the youngest in the school, work well together. They show respect for each other and for adults. They say bullying is rare and that it is always addressed if it occurs. Pupils, including those with SEND, can access the nurture room at social times, where they have the chance to play and socialise with the support of well-trained staff.

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Curriculum and teaching Expected standard

Leaders have carefully designed a broad and balanced curriculum that meets the needs of its pupils, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known or previously known to social care. Leaders have identified where further curriculum refinements are needed. These changes are being systematically introduced.

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Curriculum and teaching Expected standard

Teaching is generally effective across the school. It is underpinned by a calm learning environment and positive relationships. Teachers have the secure subject knowledge they need to deliver the curriculum. However, some variability in teaching approaches means that some tasks are not always precisely matched to what pupils need.

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Curriculum and teaching Expected standard

Staff make well-considered adaptations to teaching across subjects. As a result, pupils with SEND and those who face other barriers to learning participate successfully in lessons alongside their peers.

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Inclusion Expected standard

Inclusion sits at the heart of all decision-making. Leaders have created a culture where pupils feel they belong and are an important part of the school community. Leaders are committed to ensuring that all pupils are included in every aspect of school life. Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged learn successfully alongside their peers. Appropriate support enables them to access the full curriculum.

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Inclusion Expected standard

Staff identify pupils' needs early and accurately. Leaders have implemented effective training programmes to ensure staff understand how to adapt provision effectively. As a result, staff make appropriate adjustments that reduce barriers to learning and wellbeing for pupils.

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Inclusion Expected standard

Pupils' support is regularly reviewed and changed, for example for those with education, health and care plans. The school works with external professionals to further shape this offer. The impact of this work is carefully tracked to ensure it is effective in helping pupils with SEND to progress well from their starting points.

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Inclusion Expected standard

The school uses the additional funding it receives for disadvantaged pupils effectively to further remove barriers so pupils can access all the opportunities the school offers.

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Personal development and wellbeing Expected standard

Leaders have designed a programme for personal development and wellbeing that prepares pupils well for their future lives in modern Britain. This includes a carefully sequenced personal, social, health and economic education (PSHE) curriculum that enables pupils to learn how to keep themselves safe, healthy and gain an understanding of fundamental British values. For example, pupils know how to make healthy food choices and how to stay safe online. Leaders know there is more to do to ensure that pupils have a highly secure and detailed understanding of what they have learned in PSHE.

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Personal development and wellbeing Expected standard

Leaders have developed a range of wider opportunities for pupils. They ensure that all pupils have access to these. Trips to the beach and residential visits help bring pupils' learning to life and broaden their horizons. Assemblies help to support pupils' spiritual, moral, social and cultural development. The school's work is underpinned by the values of growth and kindness. The impact of the curriculum is seen in how well pupils play together and how respectfully they speak about difference.

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Personal development and wellbeing Expected standard

Leaders are proud of the extensive music offer. This includes specialist music tuition for all and a range of extra-curricular music activities, which all pupils are actively encouraged to participate in. Pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, relish taking part in the range of experiences available to them. They talk joyfully about choir, ukulele and the school band.

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Personal development and wellbeing Expected standard

Staff care deeply about the pupils and provide highly responsive pastoral support. This helps to build pupils’ self-esteem and resilience. Staff know individual pupils and families well. This means they can anticipate when additional help may be needed and swiftly put this in place.

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

Whitelands Park is a calm and welcoming place where pupils are valued and nurtured. They are greeted warmly in the mornings by caring adults who know them well. Pupils enjoy coming to school and describe it as safe. Typically, they attend well. Pupils are given meaningful opportunities to share their views and impact changes within the school.

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

Pupils behave well in class and at social times. They listen to adults, follow instructions and look after their friends. They know who to speak to if they are worried, and they trust that staff will help them. Adults swiftly address any incidents of unkindness. As a result, bullying is rare. The youngest children in school are taught to play together and share equipment. They understand risks and build resilience.

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

Pupils enjoy their learning and show positive attitudes in lessons. They benefit from a curriculum that helps them build on what they already know. In early reading, younger pupils quickly learn routines in phonics and use these to decode words with increasing confidence. Older pupils apply their knowledge across subjects and show growing independence and resilience when faced with new challenges. Most pupils benefit from effective teaching. Pupils who need extra help are supported effectively so that they can overcome barriers and make progress from their starting points. On the whole, pupils achieve well. By the time they leave Year 6, most pupils have secured the knowledge they need to be ready to move on to secondary school.

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

Pupils enjoy the range of clubs and trips provided for them, such as sketching, ukulele and choir. They relish being encouraged to try new things, such as going on residential trips or performing in concerts. Leaders ensure that all pupils have access to these carefully selected opportunities.

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Team inspectors:

Alison Robb-Webb, Ofsted Inspector Sue Keeling, His Majesty's Inspector

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Next steps

Leaders should continue to ensure that gaps in pupils’ foundational knowledge are promptly identified and addressed through highly effective teaching. Leaders should maintain their focus on attendance so that high attendance can be secured for more pupils, especially those who are persistently absent.

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About this inspection

This school is part of Equinox Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the acting executive headteacher, Max Gayler, and overseen by a board of trustees, chaired by Graham Curren.

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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 9 and 10 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 pupils, leaders, staff, parents, the head of the virtual school, 2 representatives from the local authority, the chair of governors, the acting executive headteacher and the chair of the trust during the inspection.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The current headteacher took up the post in September 2024, and there have been significant changes to the leadership team, including the appointment of 2 new assistant headteachers and new phase leaders during this time.

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About this inspection

Headteacher: Meera Phillips 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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About this inspection

The inspector(s) used this data during the full inspection on 9 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

2024/25 (final) 57% 62% 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) 75% 75% Close to average

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average

2023/24 (final) 69% 74% Close to average

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average

2022/23 (final) 72% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 77% 74% 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) 44% 47% Close to average

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average

2022/23 (final) 50% 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

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

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national average

2023/24 (final) 63% 62% 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) 50% 59% Close to average

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average

2022/23 (final) 67% 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) 63% 61% Close to average

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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 50% 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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national average

2023/24 (3 term) 5.5% 5.5% Close to average

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national average

2022/23 (3 term) 6.1% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 15.2% 13.0% Close to average

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national average

2023/24 (3 term) 13.8% 14.6% Close to average

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national average

2022/23 (3 term) 14.4% 16.2% Close to average

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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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