Wimboldsley Community Primary School

About Wimboldsley Community Primary School Browse Features

Wimboldsley Community Primary School


Name Wimboldsley Community Primary School
Website http://www.wimboldsleyprimaryschool.co.uk/
Inspections
Ofsted Inspections
Address Nantwich Road, Wimboldsley, Middlewich, CW10 0LN
Phone Number 01606832321
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 125 (48.8% boys 51.2% girls)
Number of Pupils per Teacher 20.7
Local Authority Cheshire West and Chester
Percentage Free School Meals 12%
Percentage English is Not First Language 0.8%
Persistent Absence 4.1%
Pupils with SEN Support 5.6%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school is smaller than the average-sized primary school. The proportion of disadvantaged pupils is below average. The proportion of pupils who have special educational needs and/or disabilities is below average.

The school meets the government’s current floor standards, which are the minimum expectations for achievement in Year 6. In the early years, children in Reception class attend on a full-time basis. The school meets requirements on the publication of specified information on its website.

The school is part of a federation with William Stockton Primary School in Ellesmere Port. The federation’s executive headteacher works across both schools and the schools have a combined governing body.

Summary of key findings for parents and pupils

This is an outstanding school The school’s vision, ‘United in achieving excellence,’ could not be more appropriate.

Leaders, staff and pupils have worked exceptionally well together to ensure that Wimboldsley is an outstanding school. The headteacher and leadership team, extremely well supported by leaders from the partner school in the federation, provide high-quality leadership. They have ensured that the school has continued to make great strides forwards since the previous inspection, and are ambitious to build further on the already excellent provision on offer.

Teaching is outstanding. Teachers display excellent subject knowledge and use ongoing assessment information very well to ensure that they set work that meets individual pupils’ learning needs. As a result, pupils make excellent, sustained progress from their starting points across the whole curriculum, including in English and mathematics.

The school’s curriculum is rich and engaging. Pupils enjoy learning, because teachers skilfully plan activities that take account of their needs and interests. The curriculum is further enhanced by a wide-ranging programme of clubs and educational visits.

Pupils say that they feel very safe and well looked after in school, and relationships between staff and pupils are excellent. Safeguarding procedures are effective. The school provides high levels of care and nurture for all pupils.

This is particularly the case for those pupils who have special educational needs and/or disabilities. Pupils are delightful. They are extremely polite and welcoming to visitors, and their behaviour around the school is excellent.

In class, pupils’ attitudes to learning are exemplary. Parents are highly supportive of the school. Every parent who responded to the Parent View survey would recommend the school to another parent.

Children in the early years make a great start to their school careers. A high-quality learning environment, both indoors and outdoors, and high standards of teaching enable children to make excellent progress. As a result, an increasing number of children leave early years working above the expected standard in many areas of learning, although less consistently in writing than in other areas.

By the time they leave key stage 2, the proportion of pupils achieving the expected standards in reading, writing and mathematics is consistently well above the national averages. Achievement for the most able pupils is typically high. Leaders are swift to spot any sign of standards being less than excellent, such as occasional inconsistencies in pupils’ spelling, and they move swiftly to ensure that appropriate action is taken.