|Name||Willow Wood Community Nursery & Primary School|
|Address||Bradbury Road, Wharton, Winsford, CW7 3HN|
|Religious Character||Does Not Apply|
|Number of Pupils||296 (49% boys 51% girls)|
|Number of Pupils per Teacher||16.5|
|Local Authority||Cheshire West and Chester|
|Percentage Free School Meals||45.5%|
|Percentage English is Not First Language||7.1%|
|Pupils with SEN Support||19.6%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
What is it like to attend this school?
Most pupils enjoy attending school.
They like the trips that support their learning. They take part in a wide range of extra-curricular activities. Pupils value the opportunities to take part in sports competitions.
A group of pupils spoke with pride at their success in a recent football match.
Pupils told us that behaviour is good. They said that bullying is rare and when it does happen, staff deal with it successfully.
All pupils who spoke with us said that they feel safe at the school.
Leaders have arranged special assemblies to raise aspirations and showcase possible future careers. Pupils are proud to take on responsibilities, such as eco-warriors and school council members.
These roles build their confidence and leadership skills.
Leaders and teachers want pupils to achieve well. Their actions are making a difference in the early years and in key stage 1.
All the same, the curriculum for teaching English, mathematics and some other subjects in key stage 2 has not helped pupils to do as well as they should by the end of Year 6.
What does the school do well and what does it need to do better?
The new headteacher has quickly identified the strengths and weaknesses of the school. He knows that pupils’ achievement in reading, writing and mathematics at the end of key stage 2 is not good enough.
He also knows that there is work to do to make sure that the curriculum is well planned in other subjects. For example, in science, history and physical education, new teaching does not build well enough on what pupils already know and can do. Plans are under way to turn this situation around.
Leaders and staff have planned the curriculum in reading, writing and mathematics well at key stage 1. This means that pupils build on what they have learned before. By the end of Year 2, pupils are doing better in these subjects.
The same is not true for older pupils. Planning for English is not as well thought through. This leads to gaps in pupils’ learning.
In turn, pupils do not have the knowledge they need to be successful in the end of key test 2 tests and assessments. Pupils’ achievement has been weak for a number of years and fell again in 2019.
The reading curriculum is effective in the early years and key stage 1.
Younger children and pupils read simple texts well because they know the sounds that letters make. Staff use assessment well to pinpoint the sounds that pupils need to practise. This is not replicated in key stage 2.
Pupils do not have enough opportunities to read fluently and widely or to fully understand what they have read. Extra support for pupils who find reading difficult does not always help pupils to catch up.
Children get off to a strong start in the early years.
Leaders and staff use assessment information very well to shape children’s learning. They know what children need to learn. The curriculum is well planned, across all the early learning goals, so that children have a solid foundation for the future.
They are well prepared for learning in Year 1.
The school has specially resourced provision for pupils with special educational needs and/or disabilities (specially resourced provision). The special educational needs coordinator has introduced clear systems for the identification of pupils with special educational needs and/or disabilities (SEND).
There is a clear plan for training staff. She has matched this well to her checks of teaching and learning. The curriculum meets the needs of these pupils and they achieve well across a range of subjects.
Pupils’ personal development is a strength of the school. Teachers plan activities that prepare pupils well for life in modern Britain. They have a well-developed understanding of democracy through elections for school council members.
The pupils’ books show their developing understanding of a variety of other religions. Disadvantaged pupils learn well because the staff adapt the curriculum to their needs. Leaders use a programme to target difficult to reach disadvantaged families.
Pupils taking part in this told us how much their behaviour and social skills had improved.
Pupils are a delight to talk to. They are polite and speak clearly and confidently.
They behave well in class. Little time is lost due to disruption. They move around the school in an orderly manner, showing respect for other classes who are in lessons.
The headteacher and his leadership team consider the workload of the staff carefully to make sure they can promote a healthy work-life balance. Staff appreciate these efforts. Subject leaders show determination to raise the quality of education in their subjects.
However, they still need to develop their leadership skills.
The arrangements for safeguarding are effective.
Staff know pupils well and have clear procedures to keep them safe.
The curriculum includes lessons on staying safe online, as well as road and water safety.
Leaders train staff well. Staff know how to spot the early signs that pupils may be at risk of harm and how to act on any concerns.
Leaders have good relationships with health and social care professionals. This helps leaders support vulnerable pupils and their families.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have designed a curriculum for English and mathematics which meets the needs of key stage 1 pupils well.
They should build on these improvements to improve the quality of education in these subjects in key stage 2, paying particular attention to those key stage 2 pupils who need to catch up. . The curriculum for subjects other than English and mathematics is not as well organised as it needs to be to allow pupils to achieve well.
Leaders should implement their curriculum plans so that teachers understand the sequence of learning in each subject and pupils can build on their prior learning. . Leaders need to support subject leaders so that they are able to support teachers as new curriculum plans are introduced and embedded.