|Name||Catherine Wayte Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||17 March 2015|
|Address||Elstree Way, Abbey Meads, Swindon, Wiltshire, SN25 4TA|
|Religious Character||Does not apply|
|Number of Pupils||417 (52% boys 48% girls)|
|Number of Pupils per Teacher||24.0|
|Academy Sponsor||The Blue Kite Academy Trust|
|Percentage Free School Meals||4.8%|
|Percentage English is Not First Language||12.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Catherine Wayte Primary School is much larger than the average-size primary school. There are 14 classes, two for each year group. All the children in the early years attend full time. The proportion of pupils supported by the pupil premium (additional funding for pupils known to be eligible for free school meals and children who are looked after) is below average. Fewer than five pupils were eligible for free school meals in Year 6 last year. There are currently no looked after children in the school. Roughly four out of five pupils are from White British backgrounds. The remainder are from a wide variety of minority ethnic groups, about one in three of whom speak English as an additional language. The proportion of disabled pupils and those who have special educational needs is broadly average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school runs a breakfast club. The school provides accommodation for an after-school club, but this is managed independently and inspected separately. The headteacher took up her post in January 2015, having previously been deputy headteacher at the school.
Summary of key findings for parents and pupils
This is a good school. The new headteacher has rapidly built on the developments already in place when she started. In particular, she has ensured that the quality of teaching and, consequently, pupils’ achievement have continued to improve strongly. Checks on the quality of teaching are exceedingly rigorous and teachers receive outstanding support to improve their practice. The headteacher is supported extremely well by other leaders and managers and all staff. Staff say such things as, ‘We work as an effective team, striving for the best.’ Governors also provide exceptionally strong support. They are very aware of how good teaching and pupils’ achievement are. They are fully involved in the decision-making process, for instance, ensuring that appropriate systems are in place for rewarding good teaching. Pupils are exceptionally caring and considerate. There are excellent relationships at all levels and pupils are very polite and welcoming to visitors. The school’s systems for keeping pupils safe are extremely rigorous. Both they and their parents say that pupils feel safe. Pupils are enthusiastic learners. They concentrate extremely well in lessons and thoroughly enjoy challenging tasks. They maintain their efforts throughout all aspects of their learning very well. Teachers plan engaging and interesting lessons, which pupils enjoy. A more-than-average proportion of pupils reach the higher levels in the assessments in Year 2 and Year 6 due to good levels of challenge included in lessons. Skilled teaching assistants provide valuable support for pupils’ learning. This is particularly the case for pupils with special educational needs who are enabled to make good progress. Pupils make good progress in all year groups, and their rate of progress is improving. Pupils make particularly good progress in reading. Due to initiatives put in place by the school’s leaders, achievement in mathematics has improved significantly. Children in the Reception classes also make good progress, particularly when they are working with adults. This is because adults are skilled at recognising the individual children’s next learning needs, and helping the children to achieve them. It is not yet an outstanding school because: Teachers do not always check on how well pupils are doing during lessons. On these occasions they do not adapt their plans to ensure that pupils are given work that extends their learning and enables them to make better progress. In the early years classes, the activities available for children to choose for themselves do not always have a clear focus on improving the children’s learning.