|Name||Wyken Croft Primary School|
|Ofsted Inspection Rating||Good|
|Address||Wyken Croft, Wyken, Coventry, CV2 3AA|
|Religious Character||Does Not Apply|
|Number of Pupils||876 (51% boys 49% girls)|
|Number of Pupils per Teacher||26.7|
|Percentage Free School Meals||11.8%|
|Percentage English is Not First Language||15.9%|
|Pupils with SEN Support||13.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (22 April 2015)
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Information about this school
Wyken Croft is much larger than the average-sized primary school and growing. Years 1 to 6 each have 90 pupils, organised into three classes. The full-time Reception Year has 120 pupils organised into four classes. Going forward, this will be the usual number in a Year group. The school operates morning and afternoon half-time Nursery classes. About 50% of children joining the Reception classes do so from other external settings. The proportion of disadvantaged pupils supported by the pupil premium is below average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, and those children who are looked after by the local authority) The proportion of pupils from minority ethnic groups is broadly average. The very large majority of pupils speak English. The proportion of disabled pupils and those who have special educational needs is broadly average. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school moved into a brand new building in November 2014. The adjacent old building was demolished thereafter. Clearance of the site and landscaping is not yet complete. The school became part of a soft federation with Charter Primary School in September 2013, and became a hard federation, The Phoenix Federation, in January 2013. The school governors also oversee the operation of a five day per week before- and after-school club, and holiday club (the Phoenix Club) which caters for around 70 pupils before school, around 100 pupils after school, and up to 70 children daily during school holidays except Christmas. The Phoenix Nursery, a large pre-school setting, is supervised by the school’s governors, offering 52 morning and afternoon part-time places for children aged two to four years. This provision is inspected separately.
Summary of key findings for parents and pupils
This is a good school. Under the effective leadership of the headteacher, the school has successfully emerged from a period of significant leadership and staffing disruption, made more complicated by the construction of a new school building and the demolition of the old. Senior leaders and governors, many new to their roles, have worked hard and to good effect to develop an effective and improving school. Teaching is now consistently good throughout the school. This ensures that learning is consistently good across year groups. Pupils in all year groups and all classes are making at least good progress in reading, writing and mathematics. Most marking gives pupils good guidance on what to do to improve. Pupils say they feel safe in school, and their parents agree. This is one reason why attendance is generally a little above average. Pupils’ attitudes to learning are excellent and their behaviour is exemplary. In consequence, pupils are insistent that any form of bullying is very rare. The school is thus a very calm learning environment. Within the early years provision, resources are attractive and teaching is effective. This ensures that children get off to a positive start to their education and are well prepared for Year 1 when the time comes. The school tracks pupils’ progress accurately and often. As a consequence, those at risk of falling behind are spotted very quickly. Well-organised support quickly helps them to catch up. Pupils are well prepared for life in modern Britain. They have many opportunities to take on responsibility, and they conform consistently to the school’s rules, because they can see sense in them. It is not yet an outstanding school because : Teachers do not always make sure that the work they set in lessons provides enough challenge for pupils, particularly those who are most-able. The school does not make the best use of pupils’ reading records to build links between school and home to reinforce reading skills. Some teachers do not follow the school’s marking policy. This marking is ineffective because it does not help pupils to improve their work. Subject leaders, many new to their roles, are not yet contributing enough to securing school improvement. They do not check on the amount of learning taking place in lessons frequently enough.