Wollaston Primary School

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About Wollaston Primary School

Name Wollaston Primary School
Ofsted Inspections
Headteacher Mrs Zoe Richards
Address College Street, Wollaston, Wellingborough, NN29 7SF
Phone Number 01933664291
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 298
Local Authority North Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

This is a school where everyone is welcome. Pupils say that the school's values help them to learn and live well together. For example, pupils explain how the statement 'we include' reminds them to look beyond their immediate friendship groups when they seek others to play with.

Playtimes are happy times, when some pupils enjoy vigorous games and others relax and chat with their friends. Any disputes are quickly sorted out.

A lot has changed at this school in a short amount of time.

Expectations are higher now, and pupils are better prepared for what they will learn next. Everyone is determined to continue to improve the school. Many parents and carers are pl...eased with these changes.

Parents of children with special educational needs and/or disabilities (SEND) say that their children get the support they need.

Pupils are proud of their school. Those who are 'reading leaders' say that they like helping other pupils to develop a love of reading.

Pupils feel listened to. They say that 'teachers are open to our feelings'. Pupils appreciate the chance to pause and reflect during mindfulness sessions.

The school is a calm place to be, and pupils treat each other with respect. They understand and value each other's differences.

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

Children in early years get off to a great start.

Parents appreciate the 'special bag of activities' that children can do before they start in the Reception class. They say staff get to know the children really well. Relationships between staff, parents and children are rapidly established.

Staff quickly spot any additional needs that children may have. They make sure that these children get the right help straight away. As a result, children settle swiftly into clear routines.

Once children start school, they begin learning phonics straight away. There is an ambitious curriculum in place. The books that pupils read closely match the sounds they know.

They read them frequently to become more fluent. Staff value the help they receive to teach phonics well. Regular coaching helps them to improve.

Occasionally, pupils do not join in as well as they might and lose the chance to practise important learning.

Teachers help pupils to choose the best words to bring their writing to life. The youngest children learn new words to help them to communicate better.

Teachers plan opportunities for children to practise using these. For example, children describe the colours and shapes of the flowers that they are drawing.

The school has put in place a broad curriculum.

In some subjects, such as mathematics, this is deeply established. Pupils build on what they have learned before. For instance, pupils can explain how the multiplication facts they learned the year before help them to work with larger numbers and more complex problems.

Pupils enjoy reading challenging texts and can talk about the new authors who have inspired them. Teachers build opportunities into lessons for pupils to recap recent learning. They plan lessons so that pupils with SEND work alongside their peers.

Teachers know what pupils with SEND need to learn next. They help these pupils secure these important next steps.

There is still some work to do to improve the curriculum further.

Sometimes, pupils do not consistently use what they know, for example to write in a fluent and legible style. In some subjects, the school has not yet identified what pupils should know and remember over time.

There is a range of opportunities for pupils to broaden their knowledge of the world around them.

Pupils learn about British values and can explain the importance of tolerance and respect. They discuss thoughtfully how opportunities to play football should be organised at lunchtime. Pupils understand that families can also be organised in different ways.

They have less knowledge about the diversity of beliefs and cultures in modern Britain.

Many parents feel that the school supports their children well. There is some useful information on the school's website, and there are opportunities for parents to meet staff.

However, some parents do not feel that communication with the school is effective or that they know enough about what their children are learning.

Teachers value the training that they receive to build their subject knowledge. Staff feel well supported by trust and school leaders during a time of significant change.

Most feel that their workload and well-being are well considered. Those responsible for governance understand how leaders' actions are making a positive difference to pupils. Governors have clear plans to continue to develop this further.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always spot when pupils are not actively engaged with their learning. Opportunities to check pupils' knowledge or enhance their vocabulary are sometimes lost.

The school should ensure that expectations of all pupils remain high, so that pupils benefit from every opportunity to practise using important knowledge. ? The curriculum in some subjects is more refined and established than in others. In a few areas, pupils do not recall or consistently use what they have learned as well as they might.

The school should continue to further develop the curriculum so that all staff know precisely what the really important knowledge is and how to check that this is having the desired impact on pupils' learning over time. Not all parents feel that they know what their children are learning. The school should continue to develop ways of working with all parents so that parents know the effective work of the school and how they can support their children.

• Pupils are tolerant and respectful. However, some pupils do not have sufficient knowledge of different faiths and cultures to prepare them for life in modern Britain. The school should continue to develop opportunities for pupils to deepen their knowledge of the diversity of religious and non-religious traditions.

Also at this postcode
Wollaston and Strixton Preschool

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