Warden Hill Primary School

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About Warden Hill Primary School

Name Warden Hill Primary School
Website http://www.wardenhill.gloucs.sch.uk/
Ofsted Inspections
Headteacher Mrs Georgina Flooks
Address Durham Close, Warden Hill, Cheltenham, GL51 3DF
Phone Number 01242523827
Phase Primary
Type Foundation school
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 421
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to belong to a school community that welcomes and accepts everyone. They know how to be respectful, safe and try their best. Pupils call this 'The Warden Hill Way'.

It guides them successfully in all they do.

Leaders and governors have high aspirations for all pupils. They have planned an ambitious curriculum.

It encourages pupils to take responsibility and become lifelong learners. House captains, school councillors and eco warriors talk with passion and enthusiasm about the roles they have in school. Pupils say, 'we create a sense of teamwork and belonging', and they do.

Pupils express positive views about behaviour. Typically, the...y behave well in class and strive to do their best. Bullying is rare.

Pupils have complete confidence that staff will sort out any issues. They feel safe in school because adults care about them and build trusting relationships.

The vast majority of parents hold the school in high regard.

They say the staff 'go above and beyond', and they find it 'joyful' to watch their children flourish. Events such as class assemblies and sporting fixtures help include parents in the life of the school.

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

The headteacher leads with a determined vision for every child to succeed.

She has instilled a strong sense of teamwork. Morale is high. Staff are proud to work at Warden Hill.

They value leaders' efforts to manage their workload and well-being. Governors know the school and community well. They ask challenging questions of leaders to make sure the school continues to improve.

Leaders make reading an absolute priority. It is the linchpin of the curriculum. Staff use carefully chosen books to inspire and motivate pupils to read.

Pupils share this enthusiasm. They talk avidly about their favourite books and authors. Teachers skilfully develop pupils' vocabulary and origins of words.

This helps to deepen pupils' understanding of what they read. By the time they leave school, pupils achieve highly and are hooked on reading.

Leaders have ensured that reading begins as soon as children start in Reception Year.

Staff have expert knowledge in teaching phonics. They make sure that no pupil is left behind when learning to read. Pupils read books matched to the sounds they know.

This allows them to develop their fluency and expression. Leaders work well with parents. They provide them with the information they need to support their children at home.

Leaders have crafted a well-sequenced curriculum. They have mapped out what they expect pupils to learn from Reception through to Year 6. Leaders have broken down important knowledge into small, achievable steps.

They revisit prior learning regularly. This helps pupils build their knowledge gradually and in a range of subjects. For example, in computing, pupils use their digital literacy skills to write geographical blogs.

Staff know the needs of pupils, including those with special educational needs and/or disabilities (SEND). Nonetheless, not all teachers adapt the curriculum carefully enough to meet the needs of all pupils, including some with SEND. This means that some groups of pupils do not learn the intended curriculum as well as they could.

Leaders and staff use assessment well to find out how pupils are doing. They provide targeted support, such as arithmetic sessions, to help pupils keep up. However, occasionally, the written work pupils produce is not of consistently high quality.

Not all staff pick up on this quickly enough.

Staff provide positive mental health support for pupils. For example, they teach them the benefits of mindfulness and yoga.

Pupils value the chance to talk through any worries with specialist staff. Learning is typically free from disruption. Pupils enjoy earning house points for making the right choices.

Leaders' work to develop pupils' experiences beyond the classroom is exceptional. They provide wide-ranging activities and clubs to engage and excite pupils. Pupils lead assemblies, take part in house competitions and conduct tours for prospective parents.

Through books, pupils learn about global issues, such as refugees and war. They are confident to challenge discrimination and stand up for their beliefs. For example, they know judging someone based on their faith, family structure or appearance is wrong.

Leaders are successfully growing a community of caring young citizens, ready for the challenges of life in modern Britain.


The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is everyone's responsibility.

Staff, including governors, are well trained. They know the process for identifying and reporting concerns. Leaders act quickly to secure help for families who need it.

For example, they have developed packs to help with bereavement and anxiety. Record-keeping is thorough. Leaders ensure that they complete the statutory checks on adults who work at the school.

Through the curriculum, pupils learn about important issues like drugs and consent. They speak knowledgeably about the online 'golden rules'. Pupils know who to talk to if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all teachers adapt the curriculum precisely enough to meet the needs of all pupils. This means some groups of pupils do not learn consistently well in all curriculum areas. Leaders need to ensure that all teachers have the expertise to adapt the curriculum to meet the needs of different groups of pupils.

• On occasions, not all staff insist on the same high standard of work pupils produce. As a result, some pupils' work varies in quality. Leaders should ensure that all staff expect the same high standards from pupils across all subjects.

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