Walton On Trent CofE Primary and Nursery School

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About Walton On Trent CofE Primary and Nursery School

Name Walton On Trent CofE Primary and Nursery School
Website http://www.walton-on-trent-primary.co.uk
Ofsted Inspections
Headteacher Mrs Leanne Gaffiney
Address Coton Road, Walton-on-Trent, Swadlincote, DE12 8NL
Phone Number 01283716151
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 142
Local Authority Derbyshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this small school with its caring, inclusive ethos.

They describe the staff as kind and supportive. Pupils are encouraged to live out the school's values of 'kindness, honesty, respect, perseverance, courage, ambition'. In the weekly 'shine' assemblies, pupils celebrate each other's achievements with pride.

The system of pastoral support is a strength of the school. Trained adults are on hand to provide care and guidance for any pupils who are experiencing difficulties. Pupils can also use the 'worry boxes' around school to post a note if they have a concern.

Pupils express confidence in the care provided to keep them safe.

There is ...a wide range of activities on offer to promote pupils' physical and mental health and well-being. Pupils learn about healthy eating as part of the curriculum.

Swimming, Bikeability training and a range of sports are all available. Some older pupils have taken part in first-aid training and all pupils enjoy the extensive, well-equipped outdoor areas of the school.

Pupils behave well in lessons and around school.

They respond readily to teachers' expectations and show positive attitudes to their learning. Staff handle any occasional instances of misbehaviour in line with the school's behaviour procedures.

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

The school has a shared vision for all pupils to 'achieve their full potential and talents', both academically and in their personal development.

This includes pupils with special educational needs and/or disabilities (SEND). To that end, the curriculum has been recently rewritten. There is a clear intention to provide a curriculum that sets out the key knowledge and skills pupils should gain, from the early years to Year 6.

This revision has included regard for the mixed-age classes in many areas of the school.

The curriculum is now being implemented and tested over a three-year cycle. Curriculum leaders are developing an increasingly accurate overview of their subjects.

There are clear signs that this is having a positive impact on pupils' learning. The published outcomes have begun to improve. Pupils are starting to recall what they have been taught and apply this knowledge to new concepts.

In lessons, teachers provide work that captures pupils' interests and matches the planned curriculum. Teaching is adapted for pupils with SEND, for example, by the use of pre-teaching or specialist equipment. In some subjects, the curriculum is in the very early stages of implementation.

Sometimes, checks on pupils' understanding do not happen regularly enough. Questioning is not always used effectively. This means that pupils do not always move on quickly enough in their learning.

Reading is a high priority at the school. Early reading and phonics begin as soon as pupils join the school. Staff make sure that children in the Nursery class have many pre-reading activities and experiences.

Pupils read from books that are matched to their phonics knowledge. Pupils of any age continue to receive extra support in reading for as long as it is needed.

Children in the early years benefit from a well-planned curriculum that is tailored to their needs.

Adults rightly prioritise children's language development. The indoor and outdoor areas cater very well for children's needs across all areas of learning. Children are well prepared for the next steps in their education.

The school supports pupils' broader personal development very well, in most aspects. Pupils can take on roles to enhance the wider life of the school, such as members of the school parliament and classroom monitors. Some pupils organise their own clubs or activities, such as a charity bake sale.

All pupils can access the range of popular extra-curricular activities.

Pupils understand the importance of treating everyone equally. For example, as one pupil commented: 'It's what's on the inside that matters.'

However, pupils do not have a secure enough knowledge of the range of faiths and cultures found in modern British society. They have a limited understanding of important British values such as democracy.

Staff speak highly of the support received for their workload and well-being.

They value the range of training the school and the trust provide. All those responsible for governance fulfil their statutory responsibilities in the best interests of the pupils and staff.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The revised curriculum is in the early stages of being implemented in most subjects. Curriculum implementation and the use of assessment are variable across the school. Pupils do not yet consistently recall and apply what they have been taught.

Misconceptions are not always addressed in lessons. The school should ensure that the curriculum is securely embedded and implemented across all subjects, so that pupils know and remember more over time. ? The school does not promote some aspects of pupils' spiritual, moral, social and cultural development as well it should.

Pupils do not have a secure knowledge of a range of faiths other than Christianity. They have a limited understanding of fundamental British values. The school should ensure that pupils are well prepared to take their place in modern Britain by developing a well-informed respect for an appropriate range of faiths, cultures and values.

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