John Wheeldon Primary Academy

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About John Wheeldon Primary Academy

Name John Wheeldon Primary Academy
Ofsted Inspections
Mr Richard Sutton
Address Corporation Street, Stafford, ST16 3LX
Phone Number 01785594444
Phase Academy
Type Academy sponsor led
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 509
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

John Wheeldon Primary Academy prioritises pupils' health and well-being alongside their academic work. The school is at the heart of the community.

The school's motto of being proud of all you do underpins learning and school life.

Leaders have high expectations that pupils achieve well, and that they will be well prepared for their future lives. Pupils enjoy learning in different subjects.

Topics are interesting and teaching builds on what pupils already know. Pupils benefit from well-chosen experiences that make learning more interesting. These include learning outside of the classroom through residential visits and trips to museums and castles.

Pu...pils are able to join in a range of activities such as the 'Rota-Kids' club linked to the Rotary Club and raise money for charities.

Pupils are happy to come to school, where they feel safe and well cared for. Relationships between adults and pupils and between pupils and one another are positive.

Pupils behave well in lessons and as they move around school. Pupils that say if bullying occurs, teachers listen to what has happened and deal with the situation fairly.

What does the school do well and what does it need to do better?

Teachers ensure that learning activities are interesting and build well on pupils' previous learning in most subjects.

Teachers are ambitious for pupils and have high expectations of the quality of work they will produce. This is particularly clear in English, mathematics and physical education (PE).

Pupils are proud of their work and can talk about what they have learned.

For example, pupils in Year 6 demonstrated a thorough grasp of the poems they were studying in a discussion with an inspector about reading. Pupils develop their mathematical skills well, but do not always know the words to explain how they have arrived at their answers. PE lessons are well structured and fun.

They enable pupils to develop the skills needed to be successful in competitive games. PE is a strength of the school.

The way teachers plan learning for pupils is not as organised in history, geography and in modern foreign languages (MFL).

In the early years, children in the Reception classes settle well into routines. Classrooms are set up to prompt questions and discussion. In the class role-play areas, children can be 'hairdressers' chatting to their 'customer' while styling their hair.

They have meaningful reasons to talk and develop their vocabulary. Their imaginations and curiosity are also stimulated by many other things to see, touch and do, both indoors and outside. Staff nurture children so they feel safe and valued.

Staff make good links with parents.

There has been a recent improvement in the standards that pupils reach at the end of key stage 2. In reading and mathematics, teachers make good use of assessment to plan learning that builds on what pupils already know and can do.

The use of assessment is not as effective in writing. Leaders ensure that reading is a high priority in the school. Phonics is taught daily and pupils in Year 1 and Year 2 are encouraged to read every day using books that match sounds they already know.

Most pupils read fluently by the end of key stage 1.

Pupils behave well. They are rarely distracted from their learning and many take good care to produce work to the best of their abilities.

Pupils understand their place in the world and show respect to others who have different beliefs.

Teachers understand the different needs of the pupils in their classes. Support for pupils with special educational needs and/or disabilities (SEND) is effective.

Leaders make appropriate use of the funding available for disadvantaged pupils. Class teachers are clear about which pupils need extra support and plan activities and use resources to meet those pupils' needs.

The school is well led and managed.

Leaders, including governors and trustees, are ambitious for the school. They continue to develop the work they have started to put in place high-quality, exciting lessons. Leaders aim to ensure that pupils are well prepared for their future life in modern Britain.

Staff enjoy working at the school and agree that leaders ensure that their workload is manageable.


The arrangements for safeguarding are effective.

Staff know that safeguarding pupils is very important.

Leaders train staff so that they know what to do if they have any concerns about pupils' well-being or safety. Records show that leaders understand the needs of vulnerable pupils. Leaders' quick responses provide support for pupils and their families when needed.

Leaders and governors check staff are suitable before they begin work at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Not all subjects are yet well planned and delivered. Leaders should ensure that the learning plans for teaching history, geography and MFL are as effective as they are for other subjects.

. Current assessment practices in writing are not yet used effectively to improve pupils' writing. Leaders should ensure that teachers use assessments more successfully.

. Not all teachers are developing pupils' mathematical vocabulary as well as they could. Leaders should ensure that there is a consistent approach to the teaching of mathematical terms across the school.

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