Wrestlingworth CofE VC Lower School

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About Wrestlingworth CofE VC Lower School

Name Wrestlingworth CofE VC Lower School
Website http://www.duntonwrestlingworthschool.com
Ofsted Inspections
Headteacher Mr David Bower
Address Church Lane, Wrestlingworth, Sandy, SG19 2EU
Phone Number 01767631249
Phase Primary
Type Voluntary controlled school
Age Range 5-9
Religious Character Church of England
Gender Mixed
Number of Pupils 45
Local Authority Central Bedfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Wrestlingworth Lower School is warm and friendly. Pupils enjoy attending and are very happy at school. They embody the school's values such as positivity, integrity, peace, and love.

Regular assemblies celebrate the school's values and play an important part in school life.

Relationships between pupils and adults are respectful. Adults know all pupils very well.

This helps pupils to feel safe because they know that adults will help them if they have any worries.

Classrooms are calm and orderly. While the curriculum offer is new, pupils enjoy their learning.

Pupils respond positively to adults' high expectations of both learning and behaviour....

There is a strong emphasis on using the outdoors to enhance learning. For example, pupils spoke enthusiastically about the fruits and vegetables that they had grown and cooked.

There are regular walks around the village and visits to places of worship. These activities help pupils understand and respect their local environment and community. Pupils would like more opportunities to nurture their interests.

Parents are positive about the work of the school. One comment, typical of many was: 'Wrestlingworth is a wonderful school with absolutely fantastic and caring teachers and staff.'

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

The school has ensured that there is a broad and ambitious curriculum in place for all subjects.

However, the approach to teaching the curriculum is new in some subjects. It is too early to see the impact of new approaches. Staff are still getting to grips with implementing new curriculum plans.

This means that their delivery is not as strong as it could be. Subject leaders are new in post in some curriculum areas. Some staff have not yet had the training they need on both the new and existing curriculum approaches.

This means there is some inconsistency in the delivery of the curriculum across classes in some subjects. This is reflected in pupils' work not always being of the same high quality across subjects.

Reading is a priority.

The school's chosen phonics scheme is taught well by skilled staff. Children develop a good foundation in reading from the moment they start in the early years. Pupils read books that are well matched to their phonics knowledge.

This helps pupils to practise the sounds they are learning. Staff regularly check pupils' progress. They provide additional help for any pupil who is falling behind.

As a result, most pupils read fluently by the time they leave the school.

Pupils enjoy reading a variety of texts linked to the curriculum they are studying. Older pupils are enthusiastic about their favourite books and authors.

They enjoy choosing books from the well-stocked library.

Staff meet the needs of pupils with special educational needs and/or disabilities (SEND) well. They quickly identify pupils' specific learning needs.

Leaders regularly review support plans. Consequently, teachers provide appropriate support and adaptations in the classroom. As a result, pupils with SEND learn effectively alongside their peers.

Most pupils behave very well and show positive attitudes towards their learning. They are keen to contribute their ideas in class. Occasionally, some forget themselves when moving around the school and in communal areas.

A few of the Reception children do not yet completely follow routines and expectations. This is because adults' expectations of their behaviour are not consistently high enough.

The school promotes pupils' personal development well.

The school's values permeate all aspects of the curriculum. A new personal, social and health education (PSHE) curriculum is also in place. Pupils learn about different cultures and beliefs.

This helps them to understand that discrimination of any kind is wrong. Pupils also learn how to keep themselves safe, including when working online. They know the importance of eating healthily.

Pupils learn to apply the features of democracy. For example, they have voted for representatives on the newly formed school council. Pupils have used this avenue to request more opportunities to develop their interests through clubs.

Pupils' enjoyment of school is reflected in strong attendance, which is above the national average. The school tracks attendance assiduously. The number of pupils regularly missing school is very low.

The new initiatives the school has introduced are beginning to be effective. Leaders know the school well and understand its priorities. Staff appreciate that leaders take their workload and well-being seriously.

The school has built strong relationships with parents. Parents provide valuable support to the school, for example through fundraising for new equipment and volunteering in school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has very recently introduced several new approaches to implementing the curriculum in some subjects. Some staff are not yet confident in delivering the new curriculum plans as well as they could. The school should ensure that teachers deliver the planned curriculum consistently well across all subjects and classes.

• There are very few opportunities for pupils to take up school clubs. Pupils do not have enough opportunities to develop their interests. The school should implement its plans to provide more opportunities for pupils to attend school clubs.

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