Western Community Primary School

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About Western Community Primary School

Name Western Community Primary School
Website http://westerncommunityprimary.co.uk
Ofsted Inspections
Headteacher Miss Katherine Hill
Address Rutland Road, Wallsend, NE28 8QL
Phone Number 01912630202
Phase Primary
Type Foundation school
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 451
Local Authority North Tyneside
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Western. They benefit from a curriculum that reflects the school's aim of being 'adventurous, ambitious and exciting'.

Staff understand pupils' individual needs well. Pupils receive high-quality pastoral support. They are confident and articulate.

They are proud of their school. Pupils are happy and safe.

Pupils live up to the school's high expectations of behaviour.

They behave exceptionally well in lessons and around the school. There is no disruption to learning. Pupils are respectful to each other.

Bullying is rare. Staff deal with this swiftly and effectively if it does occur.

The school is ambitious for pupils....

Pupils work hard in lessons. The school has high expectations for pupils' achievement. By the time pupils move on to secondary school, they realise, or exceed, these expectations.

Pupils are well prepared for life beyond school. They learn life skills, such as how to manage money. Parents and carers appreciate the support that the school offers to develop the whole child.

One parent captured the thoughts of many by saying, 'My children are happy, loved and well cared for by the school. Their life is more positive because of the work this school does.'

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

Children in early years enjoy an exceptional start to their education.

There is a well-planned curriculum. The school ensures all activities build securely on what children know and can do. Progress across the early years is noticeable.

Adults encourage children to explore. For example, children demonstrate their innate curiosity in the nature areas. They treat creatures gently and with respect.

Adults carefully model language and vocabulary for children. The children are quick to use new words and phrases in their own play and learning.

The support offered to disadvantaged pupils, including pupils with special educational needs and/or disabilities, is a strength of the school.

Well-trained staff identify emerging needs promptly. They put appropriate and effective support in place. As a result, disadvantaged pupils achieve highly.

Pupils benefit from consistent teaching in phonics lessons. Teachers identify gaps in phonics knowledge accurately. Pupils gradually become fluent and confident readers.

They develop extremely positive attitudes to reading. Older pupils understand the importance of being able to read well. By the end of key stage 2, pupils' reading attainment is high.

However, the quality of the teaching of reading across the school is not reflected in published outcomes for pupils in Year 1 and Year 2. This is because pupils had not previously benefited from the school's recent improvements to the teaching of early reading.

In most subjects, there is a clear progression in the development of pupils' knowledge.

Pupils retain important knowledge well. They confidently use what they have learned when they move on to new learning. For example, children in early years understand the term 'habitat', with older pupils talking with understanding about 'metamorphosis'.

Year 2 pupils in science talk with understanding about herbivores and carnivores. They understand that these animals have different diets. In some subjects, however, pupils do not recall prior learning as securely as they need to.

The school is aware of this. The school is in the process of implementing revised subject curriculums. This is having a positive impact on pupils' retention of what they have learned.

In a small number of subjects, however, this work is still at an early stage.

Most pupils attend well. The school takes prompt and effective action to support pupils whose attendance is not as consistent as it needs to be.

As a result of these actions, attendance is improving.

The school's support for pupils' wider development is exemplary. There is a thorough and well-sequenced personal development curriculum.

Pupils learn how to be well-rounded citizens. They make a tangible, positive contribution to their school and the wider community. For example, pupils regularly visit residents at a local home for older people.

Pupils take on leadership roles in school. These roles include well-being ambassadors, school councillors and librarians. Pupils benefit from a wide range of trips, including a residential trip to London.

They visit the Houses of Parliament to gain a better understanding of democracy, for example. Pupils learn about different faiths and cultures. They have a keen sense of equality.

They talk with understanding about the legal status of protected characteristics, for example.

Governors have a clear understanding of the school. They are actively involved in the day-to-day life of the school.

Governors monitor the school's achievement closely. There is a clear focus on ensuring the school has a positive impact on all pupils. Parents are regularly involved in the life of the school.

Staff feel valued. They appreciate the support they get with their workload and well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils' outcomes in reading at key stage 1 are below national expectations and have declined slightly over a four-year period. This means that some pupils are not well prepared for the next stage of their education. The school should continue to improve the provision in early reading so that more pupils achieve the expected standards by the end of key stage 1.

In a small number of subjects, opportunities for pupils to revisit and embed prior learning are inconsistent. This means that pupils' understanding, and articulation of, their prior learning is not secure. The school should ensure that the implementation of the curriculum allows pupils to embed their prior learning securely in these subjects.

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