Catterick Garrison, Wavell Community Infant School
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About Catterick Garrison, Wavell Community Infant School
Catterick Garrison, Wavell Community Infant School
Wavell Infant School has a distinct identity, underpinned by its strong links with the armed forces. This is a close community where pupils frequently arrive and leave at different points during the school year. All pupils are welcomed and quickly made to feel at home.
Leaders understand the challenges this movement can pose for pupils and their families. This is a nurturing environment. Parents appreciate the care and understanding of staff in helping pupils to settle in.
Pupils have a strong sense of shared values. They explain the school rules of 'look after yourself, look after each other and look after your school'. They understand how these values influence thei...r behaviour.
They take responsibility for each other's well-being. The friendship bench in the playground helps everyone to feel included. Pupils are happy and feel safe here.
This firm sense of respect means that pupils believe bullying is not a problem here. Parents and staff agree.
Staff have high expectations of what pupils can achieve, regardless of how long they stay.
Pupils are keen to meet these expectations. They take pride in achieving 'Wavell stars'. These stars are awarded for progress or demonstrating the school values.
What does the school do well and what does it need to do better?
Leaders recognised the need to further improve their curriculum. They acted quickly to implement a new and ambitious curriculum across the school this year. This new curriculum is logically organised.
It is clear about what knowledge pupils will learn. In the early years, leaders have carefully considered the small steps that children need to achieve to make progress. Staff have the same ambition for what pupils with special educational needs and/or disabilities (SEND) can achieve.
Pupils with SEND are well supported in lessons to make sure they succeed.
Leaders have prioritised the teaching of early reading. A new phonics scheme has been introduced.
All staff have been trained to ensure that they have the expertise to deliver this effectively. Pupils who join the school at different times of the year are given effective, targeted support to make sure that they build a secure foundation for reading. Pupils who find reading difficult are given regular support to ensure that they catch up quickly.
Leaders have also introduced a 'book talk' scheme where pupils enjoy a new book each week. Pupils talk with enthusiasm about the stories they have shared.
In classrooms, teachers provide clear explanations, so that pupils understand new information.
Teachers regularly use recall activities to help pupils remember the most important knowledge. This practice is more embedded in core areas, such as phonics, mathematics and science. Assessment is used effectively in some areas to find gaps in pupils' knowledge.
This is not consistent across the wider curriculum subjects. Assessment in these areas does not allow staff to accurately check how much of the curriculum has been learned.
Leaders ensure that children in the early years are well prepared for Year 1.
Staff plan carefully, so that activities have a clear purpose. Children cooperate and concentrate. Teachers encourage high-quality communication from children, including role play and speaking in full sentences.
This level of support is not consistent from all adults. There are some missed opportunities for developing children's language.
Pupils display high levels of independence and resilience.
This is true of even the youngest children. They are encouraged to tackle tasks by themselves. They show persistence and do not give up.
Children in the early years are confident to give things a go. Pupils enjoy school and explain 'we love learning'. Pupils treat each other kindly and with respect.
They play happily together and cooperate. No-one is left out.
Staff use the 'Wavell Values' to underpin day-to-day life around school.
These values including respect, compassion and resilience, are clear in relationships. Pupils also learn about how to be good citizens. Pupils talk maturely about stereotypes, equality and tolerance.
They understand the importance of responsibility. Even the youngest children tidy up after themselves.
Leaders have made important changes to further improve the curriculum in the school.
Some of these changes are still at an early stage. Leaders are monitoring the impact of some changes effectively, particularly in phonics. Leaders are in the process of beginning to monitor how effectively the wider curriculum is being delivered.
Governors have a strong understanding of the school's priorities. They are able to hold leaders to account. Staff feel well supported through a time of transition.
They believe their workload is considered. They are proud to work in this school.
The arrangements for safeguarding are effective.
Pupils talk with confidence about how adults in school keep them safe. They learn about risks they might face online and in the community. They know how to avoid these risks.
They all have a trusted adult in school.
Leaders know pupils and families very well, despite families frequently leaving and joining the school. Leaders are tenacious when gathering and sharing important information with appropriate agencies.
Staff are encouraged to report any signs of concern and frequently do. Logs show attention to detail. Leaders work closely with external agencies to make sure that the most vulnerable families receive the support they need.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Assessment in the wider curriculum is not being used effectively to help teachers identify gaps in learning. This means that teachers are not able to use this information to inform their future planning and close gaps in pupils' knowledge as quickly as they could. Leaders should ensure that effective assessment systems are introduced that align closely to their new curriculum.
• Leaders' monitoring systems are not precise in identifying where there is inconsistency across school. This means that, in the wider curriculum especially, it is difficult to measure the impact of the new curriculum and how much progress pupils are making. Leaders should ensure that there is more precision in monitoring systems, so that they can accurately measure the effectiveness of the new curriculum.
• In the early years there is some inconsistency in the effectiveness of the communication between adults and children. Some adults do not consistently model high-quality language and questioning for children. Leaders should ensure that there is further training for staff, so that all adults interact with children with the same level of expertise.
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