Orton Wistow Primary School

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About Orton Wistow Primary School

Name Orton Wistow Primary School
Ofsted Inspections
Headteacher Mr Colin Marks
Address Wistow Way, Orton Wistow, Peterborough, PE2 6GF
Phone Number 01733370646
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 396
Local Authority Peterborough
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this large primary school enjoy a broad, interesting curriculum enhanced by additional opportunities such as visits and visitors. Relationships are strong between pupils and their peers and between pupils and adults. Pupils are positive about their learning and are proud of their achievements.

There is a strong focus on basic skills. Opportunities are also provided across wider curriculum subjects for pupils to practise their writing and mathematical skills. This is an inclusive school that caters for the differing needs of pupils.

Those with additional needs are fully included in school life, sometimes through adaptations, and they achieve well.

Pu...pils respond well to the teachers' high expectations. Behaviour in lessons and around the school is good.

Pupils are polite and respectful. Incidents of bullying are very rare. Pupils know what bullying is and how to deal with it should any occur.

Pupils are happy and safe.

A broad range of clubs and activities are enjoyed by many. Pupils have opportunities to attend residential trips and visits to local attractions.

These strengthen the curriculum and motivate pupils. Pupils are well prepared, both academically and personally, for secondary school.

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

Leaders have developed ambitious curriculum plans.

These identify the important subject knowledge that pupils need to learn and put this into a logical order. This helps teachers to plan lessons that build on pupils' prior knowledge. Pupils achieve well.

Teachers check on pupils' understanding to spot when pupils need extra support to learn what they are being taught. However, they are not as effective at checking when pupils are ready to learn more challenging content or to use what they know in a different context. This means that some pupils must wait for their peers to complete tasks before they can move on to something different.

Phonics and early reading are prioritised. Daily sessions ensure that pupils build up their knowledge and understanding over time. Pupils are keen to show what they know and can do, applying this in their reading and writing.

Pupils enjoy reading and have access to a well-stocked library. Reading books are well matched to pupils' phonic knowledge. Pupils read with enthusiasm and expression.

Well-trained support staff work with those pupils requiring extra help. This allows these pupils to catch up quickly.

The religious education curriculum teaches pupils to develop respect for, and tolerance of other religions, including what it is like to be a Hindu in Peterborough.

Pupils talk positively about their feelings, friendship, democracy, respect, tolerance and fundraising. They understand fundamental British values.

The early years provision includes well-resourced indoor and outdoor spaces.

Engaging activities, such as those linked to a recent 'minibeasts' topic, motivate the children to practise their developing knowledge, interests and skills. The visit of a 'bug expert' inspired children to write, practising their phonics skills and letter formation. Children work cooperatively, safely and with independence and focus.

Skilled adults support learning, including for children with special educational needs and/or disabilities (SEND).

Pupils' behaviour in and around the school is positive. Lessons are not disrupted by low-level disruption.

There are clear policies, procedures and systems that promote good behaviour and attitudes. Everyone is treated with respect and kindness. Pupils are proud to hold positions of responsibility, including as elected school council members and ambassadors.

Leaders provide a range of additional opportunities for pupils, including through clubs, visits and visitors. There are further opportunities, such as residential trips and breakfast and after-school clubs. Leaders need to carry out checks to ensure that all pupils have equal access to these activities since participation is low for some groups.

A strong team is proactive in the recognition, support and inclusion of pupils with SEND, both in class and with targeted interventions. This ensures that pupils achieve well. Parents and carers are well informed about their child's progress.

The school's website is extensive and supports parental engagement.

The multi-academy trust (MAT) supports school leaders and has a sensitive, 'hands-on' approach. MAT leaders know the school's strengths and areas for development well and provide both support and challenge.

Leaders are considerate of staff well-being.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding at this school.

Leaders provide regular and up-to-date training for staff, including for those who hold key safeguarding roles. Visitors to the school, including volunteers, are provided with key safety information and are monitored closely in an atmosphere of professional vigilance. Record-keeping is thorough and meets requirements.

This includes for the recruitment and vetting of adults working at the school. Pupils know how to keep themselves safe both when online and offline. They look out for one another and have trusted adults they can talk to.

Health and safety, including appropriate risk assessments, is prioritised.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils who need adapted teaching approaches, primarily those who need to move on more quickly and/or need greater challenge, are not always provided with these. In some lessons, these pupils wait for their peers to complete tasks before moving on.

Leaders need to ensure that teaching is appropriately adapted to meet the needs of all pupils, including providing opportunities for pupils to show what they know and can do. ? Pupils who receive pupil premium funding may not receive similar cultural capital as their peers because some do not access the additional opportunities on offer, such as residential trips. Leaders need to ensure that all pupils have equal access to these valuable enrichment activities.

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