|Name||Wrekin View Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 November 2016|
|Address||North Road, Wellington, Telford, Shropshire, TF1 3ES|
|Religious Character||Does Not Apply|
|Number of Pupils||443 (48% boys 52% girls)|
|Number of Pupils per Teacher||22.5|
|Percentage Free School Meals||17.2%|
|Percentage English is Not First Language||25.1%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The early years provision comprises a Nursery class for three-year-old children, who all attend part time in the mornings or afternoons, and four-year-olds, who attend one of two Reception classes full time. The proportion of pupils eligible for support through the pupil premium is in line with national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The proportion of pupils who have special educational needs and/or disabilities, including those who have a statement of special educational needs or an education, health and care plan, is above average. There is a specially resourced provision for pupils who have special educational needs and/or disabilities that is attended by pupils from the school and sometimes pupils from other schools. These pupils have communication, speech and language difficulties. On occasions, some pupils are educated at the Linden Centre in Telford, which is an assessment centre to promote inclusion and positive behaviour. A breakfast and after-school club runs every day and is managed by the governing body. Above-average proportions of pupils join or leave the school throughout the school year. Many new arrivals have complex special educational needs and/or speak little or no English.
Summary of key findings for parents and pupils
This is a good school The headteacher is an effective leader. His efforts, together with those of other leaders and governors, have brought about improvements in teaching since the last inspection. Governors have a clear understanding of how well the school is doing. They have refocused their activities and developed their skills through training since the previous inspection. As a result, they support leaders effectively and hold them to account. Leaders and staff make sure that the most vulnerable pupils are supported effectively. There is a strong culture of safeguarding in the school. Other adults who support the learning of individuals and groups of pupils ensure that activities meet their needs well. As a consequence, these pupils make good progress. Pupils behave well together in lessons and around the school and as a result feel safe and happy. Good teaching in the early years makes sure that children get off to a strong start. Children make good progress from their starting points. Leadership in the early years is effective. Pupils’ overall attendance has improved and the proportion of pupils who are too frequently absent from school has reduced. However, the attendance of disadvantaged pupils and pupils who have special educational needs and/or disabilities is lower than that of their peers. The school’s nurturing and caring approach helps pupils to flourish in their learning. Staff support pupils’ personal development and welfare very effectively. Pupils are making good progress and their attainment is rising because teaching, learning and assessment are effective throughout school. Occasionally, teachers’ questions do not push pupils, especially the most able, to explain their thinking in greater depth. A few pupils lack confidence in using their knowledge of number to carry out mental calculations.