Wigton Moor Primary School

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About Wigton Moor Primary School

Name Wigton Moor Primary School
Website http://www.wigtonmoor.leeds.sch.uk
Ofsted Inspections
Headteacher Mrs Elaine Bown
Address Barfield Crescent, Leeds, LS17 8RU
Phone Number 01132682341
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 419
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff exemplify the school motto 'everyone learns and everyone achieves, because everyone matters'.

At Wigton Moor, they really do!

Pupils here are phenomenal. They are polite, sensible and considerate of others. They live up to leaders' high expectations.

Pupils excel in their learning. Oracy is at the heart of the curriculum. Pupils achieve exceptionally well and are articulate learners.

One of the school's many strengths is equality. It is a truly inclusive school. Pupils are kind.

They are highly respectful of others. 'One World Week' celebrates the school's diverse community. Pupil equality councillors are passionate that ev...eryone is represented.

Pupils work with leaders to check that everyone has a voice.

Pupils' behaviour is exemplary. Bullying is rare.

Pupils know the school's `4C' behaviour rules (courtesy, care, cooperation and common sense). Pupils, including those with special educational needs and/or disabilities (SEND), feel safe and are happy. Leaders ensure that they are kept safe.

Staff develop pupils' individual talents. Pupils look forward to their residential trips in key stage 2. They attend extra-curricular clubs such as choir, production and gardening.

The gardeners recently planted bulbs and harvested their bean crops. Many pupils take part in the school's lunchtime sports clubs. They enjoy this chance to play together.

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

Leaders have designed a broad and ambitious curriculum. From early years, they identify the knowledge, skills and vocabulary they want pupils to remember. Curriculum plans are broken down into manageable steps so that pupils know the basics before moving on to more complex work.

The curriculum builds opportunities for pupils to recap previous learning so that they remember things in the long term. Consequently, pupils perform exceptionally well, particularly in reading, writing and mathematics.

Teachers constantly check what pupils know and can do.

For example, in mathematics, teachers change the pace of learning to ensure pupils understand the smallest steps. This helps pupils deepen their knowledge, so they can tackle more complex problems. Leaders have created detailed curriculum plans to support staff to deliver a high-quality curriculum.

Staff pre-empt misconceptions and model the highest expectations for learning.Staff have high aspirations for all pupils, including those with SEND. Pupils with SEND are fully included in all lessons.

Curriculum adaptations enable most pupils to work alongside their peers. Where needed, all pupils receive effective support.Reading is a priority.

Pupils love to read. Daily story time happens in all classes. Teachers make sure that the books pupils read match the sounds that they know.

This helps pupils to become more fluent readers. Staff are well trained in how to teach early reading. They are quick to identify pupils who need extra help.

These pupils are making rapid progress. Pupil reading ambassadors are proud of their role. They share new books in assemblies.

They want pupils to 'see themselves' in book choices. They make sure different characters and cultures are represented.

A culture of high expectations and routines is embedded across the school.

This does not happen by chance. Leaders plan this from day one. Relationships between pupils and staff are strong.

Lessons are rarely interrupted. Adults model expectations and children respond. Despite only being in school for a matter of weeks, Reception Year children understand expectations.

For example, outside, staff model safe ways to use the climbing frame. Children then are quick to copy these examples in their play. Social times across the school are harmonious.

Year 6 pupils enjoy being 'red hats' and supporting younger pupils. They teach pupils how to interact and play together. Pupils take turns and share equipment.

They bring in toys and games from home to supplement the playtime offer. Their high level of self-regulation means there are few disagreements with others.

Vocabulary and oracy are meaningfully planned.'

Wow Me Wednesdays' promote confidence and articulation. Pupils enjoy speaking about a specialist subject to their peers. Staff encourage high levels of oracy at all times.

Pupils relish their roles and responsibilities. Elections take place for the green and school councils. Pupils were keen to share their inspirational speeches with inspectors.

Pupils' knowledge of world faiths is exceptional. The school offers a wide range of enrichment opportunities. Visits and visitors are planned across all year groups throughout the year.

These add to pupils' learning experiences in the curriculum and support their personal development.

Staff feel valued and say leaders are mindful of their workload. They are proud members of the team.

Leaders prioritise high-quality professional development for all staff. Senior leaders mentor new and existing staff. This enables staff to continually develop and refine the curriculum offer for pupils.

Governors hold leaders to account. They provide effective support and ensure the school's vision is enacted in all aspects of their work.


The arrangements for safeguarding are effective.

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