The Willows Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy being at this school. Most attend well and are keen to learn.

Staff expect pupils to behave well at all times. This includes children new to Reception, who adjust quickly to new routines. Pupils and staff like and follow the new behaviour system.

Pupils work hard and respond quickly to teachers. Pupils show respect to teachers, visitors and each other. They learn in a safe environment.

Pupils get on well together at break and lunchtimes. Bullying is rare, but pupils know what to do if they have concerns. Pupils are confident that teachers will deal with situations immediately.

In the early years and key stage 1, teachers have high expect...ations of what pupils should be able to do in reading, writing and mathematics. While the quality of education is improving, pupils in Years 5 and 6 are having to work hard to make up for gaps because of previous weaker or disrupted teaching. They, and parents, told inspectors that the school is much better than it was 18 months ago.

Pupils have many opportunities to take part in a range of activities and exciting educational trips such as the one to see 'The Lion King' in London.

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

Leaders have worked hard and effectively over the last four terms to dramatically improve provision. There has been significant training to improve the general approach to teaching.

Subject training has focused on planning and learning the content of some subjects rather than how to teach them. Subject leaders are given time to carry out their roles, but it is too soon to see the impact beyond English and mathematics.

When the school joined the Orwell Multi-Academy Trust, the new leadership team identified that pupils' poor skills in reading were a barrier to learning.

Leaders prioritised reading, which is now taught well. Staff teach phonics effectively and consistently. Pupils are developing a love of reading.

The school is working to increase parents' involvement with reading. Last year, leaders focused on basic reading, writing and mathematics. The quality of education in these subjects is much stronger than in other subjects.

Leaders have turned their attention to bringing about improvements in how learning in other subjects is planned and delivered.

Leaders have thought carefully about the order in which knowledge is taught in reading, writing and mathematics. Leaders have made sure teachers have the skills and knowledge to teach these subjects well.

As a result, pupils' work is improving. This is also the case in other subjects where staff follow a clear programme such as personal, social, health and economic (PSHE) education and music. However, the same cannot be said of several other subjects.

Leaders' plans to put this right are at an early stage.From the time children start in Nursery, there is a clear sequence of learning through the early years. The early years is providing a secure foundation for the next stage of the children's education.

Training has been provided to all staff so that, for example, the approach to teaching phonics is consistent.

Pupils with special educational needs and/or disabilities (SEND) now have their needs identified and met well in English and mathematics. Teaching assistants have been trained well to support learning.

As a result, the attendance and behaviour of pupils with SEND has improved.

The school works very well to enhance pupils' personal development and raise the aspirations of pupils. For example, through activities such as the world of work event for Year 5 or the use of costumes in Year 2, pupils develop an understanding of employment.

Exciting trips and visits bring the curriculum alive and expand pupils' knowledge of the world. The religious education and PSHE programmes deepen pupils' understanding of and respect for people's differing backgrounds and faiths. Understanding of fundamental values such as democracy is developed from the early years.

There are good opportunities for pupils to develop musical skills. For example, all Year 4 pupils learn to play a cornet or baritone and receive expert tuition. Pupils boost their confidence and speaking skills through the rich range of opportunities in drama and music.

Pupils have responded admirably to adults' raised expectations of how they should behave. Pupils display resilience and positivity in their learning in many classes. Pupils' attendance and punctuality were previously poor.

There is now a robust approach to absence and punctuality. The breakfast club and the school's work with families has led to attendance that has improved to much nearer the national average.

The leaders of the trust and those responsible for the governance of the school have provided school leaders with a lot of support and regular challenge.

The school makes effective use of a wide range of support from other schools in the trust and the local cluster, the local authority and an education consultant. Support for families is exceptional. The school helps family members to gain qualifications to help them into employment.

Parents told us how they value the many opportunities that now exist to come into the school such as for coffee mornings.

Safeguarding

The arrangements for safeguarding are effective.

All the requirements for pre-employment checks are met.

Staff are suitably trained and know what to do if they have concerns about pupils' welfare.

There are highly organised systems to check that pupils are kept safe and to follow up any referrals to external agencies.There are regular checks from people outside the school to make sure that leaders are doing the right things.

What does the school need to do to improve?

(Information for the school and appropriate authority)

There has been a dramatic improvement in the quality of provision, especially in reading and mathematics. However, there are gaps in knowledge and understanding for older pupils. These result from a legacy of poor provision.

Therefore, without overburdening teachers or overloading pupils' memory, leaders should ensure that the gaps that still exist in older pupils' learning are filled. . Faced with the challenges of low standards, especially in reading, leaders pared back the curriculum.

All national curriculum subjects are now planned for, but the implementation and impact of the curriculum, particularly the teaching of the curriculum, are much stronger in English and mathematics than in other subjects. Leaders should ensure through rigorous checking that there is effective teaching across the full curriculum. .

The attitudes and conduct of the overwhelming majority of pupils are strengths of the school. Pupils' attendance has been low, but has improved through the actions of leaders and other staff. Leaders should build on this effective work to raise attendance, so it improves further.