Walpole Highway Primary School

About Walpole Highway Primary School Browse Features

Walpole Highway Primary School


Name Walpole Highway Primary School
Website http://www.walpolehighway.norfolk.sch.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 05 February 2019
Address School Road, Walpole Highway, Wisbech, Cambridgeshire, PE14 7QQ
Phone Number 01945880329
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 53 (50% boys 50% girls)
Number of Pupils per Teacher 13
Local Authority Norfolk
Percentage Free School Meals 26.4%
Percentage English is Not First Language 0%
Persisitent Absence 12.5%
Pupils with SEN Support 13.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much smaller than the average-sized primary school. Pupils are taught in three classes: class 1, with Reception Year and Year 1; class 2, with Years 2, 3 and 4; and class 3, with Years 5 and 6. The majority of pupils are of White British background and few speak English as an additional language. The proportion of disadvantaged pupils is higher than is found nationally. The proportion of pupils with SEND but not supported by an education, health and care plan is above average. The school is part of the Windmill Federation, sharing a headteacher and a number of staff, including an assistant headteacher who is leader for special educational needs and/or inclusion. The school has a higher level of mobility then is found nationally.

Summary of key findings for parents and pupils

This is a school that requires improvement Significant changes to leadership since the previous inspection, both in the school and on the governing body, have slowed down completion of school improvement work. Governors have not acted effectively to address the school’s weaknesses identified during the last inspection. New assessment systems are not being used consistently throughout the school. Consequently, teachers cannot judge the progress pupils make in the full range of subjects within the curriculum. The quality of teaching across subjects and classes is too variable. It does not consistently meet the needs and abilities of some pupils. Current pupils have gaps in skills and their knowledge because of previous weak teaching, inaccurate assessment and changes in staffing. It is too soon for the impact of recent initiatives to be evaluated. A new curriculum was recently introduced and is at an early stage of its implementation. This means that the development of pupils’ skills and knowledge in some subjects, such as history and geography, is not yet secure. The standards pupils are attaining remain low, especially in reading and mathematics. Very few pupils reach higher standards of learning. The role of middle leaders is not developed well enough. The school has the following strengths The headteacher leads improvement well and works relentlessly to raise standards. Leaders have taken effective action to improve attendance. Attendance is now broadly average. Leadership of the early years is strong. Good teaching and effective support ensure that children have a good start to their learning. Leaders have established stability in staffing and a strong team culture where all are highly ambitious for pupils. Staff develop pupils’ personal development effectively. Pupils are well behaved, happy and feel safe at school. Parents and carers praise the ethos created by a dedicated and caring team.