Wigginton Primary School

Highlights from Latest Inspection

Outcome

Wigginton Primary School continues to be a good school.

What is it like to attend this school?

In the words of one pupil, 'Every day is an adventure at Wigginton.'

The school provides a happy, caring and stimulating environment which challenges pupils to solve problems, be resilient and support others. Pupils are proud to come to this school. They enjoy learning here.

The school's values underpin all that happens in both lessons and at less structured times of the day. Pupils enjoy learning because the curriculum is planned to encourage creativity, respect for others, independence, enthusiasm and success. The school has high expectations for pupils.

Behaviour is ...exceptionally good here. This is because showing respect for others is seen as essential. In lessons and in the playground, pupils help each other.

They are polite and kind. Any form of bullying is extremely rare. If it does occur, pupils know that staff will deal with it swiftly.

Pupils are keen to solve minor issues independently. They do this by talking about worries and feelings.

The outside environment provides extensive and unique spaces for pupils to learn valuable life skills, such as sharing and caring.

Pupils have freedom to make choices and use their imagination as they play with exciting and challenging resources. Pupils of all ages work together, with great enthusiasm, to build dens or use the tractors in the giant sand pit. There is something to interest every pupil during playtime at Wigginton.

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

The school makes careful decisions to ensure that the curriculum constantly evolves and improves. Leaders, at all levels, are ambitious, confident and knowledgeable. They work together to ensure that the curriculum is broad, balanced and accessible for all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils say learning is interesting. They enjoy the opportunities that they are given to use technology in lessons. An example of this could be seen in computing lessons where pupils benefited from clear teaching about how to use an animation programme.

This empowered all pupils to use their knowledge independently and explore and extend their learning. Leaders ensure that the important knowledge that pupils need to remember is clearly identified. Pupils recall past learning well.

The school recognises that there is more to do, in some subjects, to ensure that the specific learning they want pupils to remember is defined further.

Reading is at the centre of the curriculum. Words, sentences and books are evident throughout the school.

Pupils read regularly. In lessons, they access a range of carefully chosen texts which challenge, interest and inspire their discussions. There is a determination to give pupils opportunities to learn to love words, use their new vocabulary and read widely.

The school's chosen phonics approach is well embedded and used consistently. Staff are well trained and knowledgeable. They use resources effectively, which are matched to pupils' abilities.

Children in the early years get off to a good start with reading. No moment is missed in helping children to hear sounds in words. Pupils who find reading difficult are quickly identified and supported.

They are given extra support, both in lessons and through interventions, to help them to catch up quickly. The school monitors phonics lessons regularly.

The mathematics curriculum is carefully planned.

Pupils, from Year 1 to Year 6, are given daily opportunities to explore, explain and extend their learning. Lessons follow a consistent approach. Teachers regularly check what pupils know and remember.

The school ensures that pupils have short, daily opportunities to focus on developing fluency with number and pattern. This supports pupils to build confidence. In the early years, children have daily mathematical challenges.

However, leaders recognise that there is more to do to ensure that mathematics is taught consistently so that it supports future learning when in Year 1.

The school knows the pupils well. Pupils with SEND are identified and support is put in place when needed.

External agencies, such as speech and language therapy, are used to ensure that pupils' needs are met. The school recognises that historically, there have been delays in ensuring that support is put in place for pupils with SEND. This has been addressed now and all pupils receive the support that they need in a timely manner.

The school has woven its chosen values throughout the personal development curriculum. Pupils are given wide and varied opportunities to be creative, resilient and independent. Examples of this can be seen in the breadth of musical opportunities and enrichment activities that they are offered.

Pupils talk about cello, piano, guitar and viola lessons with great enthusiasm. The 'Sing Stars' visit local community events. Pupils go to local theatres and museums to learn about and embrace creativity.

The school reviews its enrichment offer regularly and seeks ways to improve it. An example of this is the introduction of a science, technology, engineering and mathematics club. Pupils are given opportunities to take part in local sporting competitions.

The school is now actively seeking ways to extend pupils' understanding of diversity and difference in modern-day society.

The governing body knows the school well. It ensures that staff are well supported, and their well-being is considered when changes are made to policies or practice.

Staff value the support they are given. They are proud to work at the school. Parents are equally positive and proud of the school.

Many comment on how caring the staff are and how happy their children are to attend the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, the school has not clearly identified the important knowledge they want pupils to know and remember.

This means that learning does not always build over time from the early years to Year 6. The school should ensure that teachers have sufficient information in the curriculum to support them to plan lessons which help pupils to build on prior knowledge.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in October 2014.

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