Wild Bank Primary School

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About Wild Bank Primary School


Name Wild Bank Primary School
Website http://www.wildbank.tameside.sch.uk/
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Janet Postlethwaite
Address Demesne Drive, Stalybridge, SK15 2PG
Phone Number 01613037404
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 158
Local Authority Tameside
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Leaders make sure that pupils are safe. Staff provide strong pastoral and emotional support for all pupils.

This is especially true for pupils with special educational needs and/or disabilities (SEND). Pupils know that adults will sort out problems if they happen. Staff deal effectively with any bullying.

Leaders have not focused enough on how well pupils attain across key stages 1 and 2. They do not have high enough expectations of pupils. Leaders do not make sure that pupils learn what they should in some subjects.

Although leaders have started a journey of improvement, there is much more to do before the quality of education is good. This is particularly t...rue in reading.

Conversely, children achieve well in the early years.

They develop a good understanding of phonics. However, teachers in key stage 1 do not build on what pupils have learned in the early years.

Pupils behave well.

They enjoy coming to school. Pupils take part in lots of activities that help them to keep healthy. They love playing and learning outdoors, especially in the forest areas.

Pupils get on well with each other. They treat each other with respect.

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

Leaders make sure that staff and pupil well-being have a high priority at the school.

Pupils use 'nurture nooks' in classrooms to reflect and take time out. They use wooden shelters for quiet play outside. Pupils access a wide range of physical and creative activities which develop their social and cultural skills.

These activities also support pupils in developing healthy lifestyles. The effective emotional support that pupils receive from staff helps them not to give up in lessons. Pupils keep trying, even when they struggle to complete the work that teachers set for them.

In contrast, senior leaders do not place the same strong focus on pupils' academic achievement as they do on pastoral support. Leaders do not routinely identify pupils, including disadvantaged pupils, who need extra support with their work. As a result, pupils have not achieved as well as they should in reading, writing or mathematics at the end of key stages 1 and 2.

Attainment in reading continues to be weak for current pupils. As a result of poor outcomes in reading, some pupils are likely to struggle at secondary school.

Leaders now have clear plans in place to improve pupils' achievement.

However, senior leaders do not focus sufficiently on the key priorities that will improve the school. For example, they are not acting quickly enough to improve reading across key stages 1 and 2. Some subject leadership is also variable in quality.

At the Wild Bank Community School, children in the early years start to learn to read as soon as they begin in the Nursery class. Skilled staff also make sure that children have strong phonic knowledge in the Reception class. However, teachers in key stage 1 do not build on this.

Pupils who fall behind in their reading do not receive the help that they need to catch up quickly enough. In key stage 2, teachers have recently changed how they deliver comprehension lessons. That said, it is too early to say whether this is improving how well older pupils understand what they read.

The mathematics leader has strengthened the curriculum in key stage 2. Problem-solving is now incorporated into lessons. Current pupils in key stage 2 apply and practise the facts that they have learned.

They are developing their recall of times tables facts. Pupils know that quicker recall helps them to complete calculations more effectively. Children in the early years also develop their mathematical knowledge well.

Adults challenge and support children to recognise and use numbers in real-life problems. However, some pupils in key stage 1 continue to struggle with mathematics.

Pupils can remember little of what teachers have taught them in Spanish.

Senior leaders do not have an effective curriculum plan in place for this subject. Furthermore, some leaders and teachers do not have the required subject knowledge that they need. Pupils are not able to pronounce Spanish words accurately.

They learn unconnected vocabulary that is unlikely to help them in everyday conversations. Pupils know very little about what life is like in Spain. Some pupils have developed misconceptions about Spanish culture.

In science, leaders' curriculum plans focus well on developing pupils' investigation skills. Most teachers make sure that pupils build on their scientific knowledge. For example, children in the early years are curious to find out why the ice that they find outside melts.

Pupils in Year 2 plan their own investigations about different materials with confidence. In Year 1, however, teachers do not plan learning activities effectively enough. As a result, pupils are not challenged and they lose interest in their learning.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is a high priority at the school. Pupils know how to keep themselves and others safe.

They know how important this is when they are online. Staff and governors are well trained. Leaders have made sure that there are clear systems in place to record any concerns.

However, some of these systems are not used as effectively as they should be. Staff take swift action to get pupils support when they need it. Leaders make sure that the most vulnerable pupils are in school and safe.

Vulnerable pupils are well supported by trained staff. Leaders ensure that pupils who suffer from anxiety are ready to learn.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leadership lacks rigour.

Over time, leaders have not challenged staff to make sure that pupils achieve as well as they should in reading, writing and mathematics. Outcomes have not been good enough. Although pupils' attainment is now improving in some subjects, further improvements are still required, particularly in key stage 1.

This is especially true for disadvantaged pupils. Leaders need to ensure that all pupils, including those who are disadvantaged, achieve as well as they can right across the school. .

Leaders do not make sure that all teachers plan activities that build on what pupils already know. This is especially true in reading. Too many pupils do not reach the expected standard in the Year 1 phonics screening check.

Attainment in reading is also low by the end of Year 2 and by the end of Year 6. This means that some pupils will struggle to access the curriculum in the next stages of their education. Leaders need to make sure that pupils read accurately and fluently.

. Curriculum leadership is not equally developed in all subject areas. Some subject leaders, for example the leader of mathematics, ensure that pupils can remember what they have learned.

In other subjects, pupils do not learn and acquire new knowledge well enough. Some of what pupils learn is incorrect in Spanish. Senior leaders need to provide the support and training that subject leaders need so that they can improve their curriculums.


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