|Name||Wyke Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Deane Avenue, Gillingham, SP8 4SH|
|Religious Character||Does Not Apply|
|Number of Pupils||169 (58% boys 42% girls)|
|Number of Pupils per Teacher||25.1|
|Percentage Free School Meals||23.1%|
|Percentage English is Not First Language||1.6%|
|Pupils with SEN Support||21.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (22 May 2018)
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Information about this school
Wyke Primary School is smaller than the average-sized primary school. Since the last inspection, there have been a number of changes in school leadership. The current headteacher took up post in January 2017. The proportion of pupils known to be eligible for free school meals is half the national average. The proportion of pupils who have SEN and/or disabilities is well above the national average. The vast majority of pupils are of White British heritage. The school met the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Instability in the school’s leadership and historical weaknesses in the quality of teaching over time have led to a decline in standards since the previous inspection. Leaders do not systematically prioritise their identified areas for performance. A number of actions are being tackled at the same time, which is reducing the impact on improving the school’s performance. Teachers’ expectations remain too low. As a result, pupils do not make consistently good progress, and not enough pupils reach the standards expected for their age in reading, writing and mathematics. Teaching does not meet the needs of pupils consistently. Teachers do not assess pupils’ progress accurately, and they do not plan learning well enough. As a result, teachers do not check that pupils’ learning is secure before moving on to new work. Consequently, pupils’ progress is held back. The teaching of reading, writing and mathematics does not enable pupils to consolidate and develop their knowledge, skills and understanding. Pupils do not make sufficient progress in these subjects by the end of Year 6. The most able pupils are not sufficiently challenged, and they do not make the progress of which they are capable. Disadvantaged pupils do not make as much progress as they should. Planned interventions do not have sufficient impact on raising pupils’ outcomes. Pupils’ behaviour at lunchtime is not consistently good. In addition, where the quality of teaching is less strong, pupils are slow to start tasks, and they lack perseverance with their work. Leaders do not routinely analyse incidents of poor behaviour so that they take the action required to ensure that pupils behave well. The school has the following strengths Current leaders have an accurate understanding of the school’s performance. The headteacher, supported by middle leaders, is driving improvements so that the progress of current pupils is now improving. Early years provision is good. The leader plans engaging activities that help children to make good progress. Children are enthusiastic, and they thrive in the rich and engaging learning environment.