Wylam First School

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About Wylam First School

Name Wylam First School
Website http://www.wylam.northumberland.sch.uk
Ofsted Inspections
Headteacher Mrs Stephanie Gibbon
Address Bell Road, Wylam, NE41 8EH
Phone Number 01661852771
Phase Academy
Type Academy converter
Age Range 3-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 132
Local Authority Northumberland
Highlights from Latest Inspection

What is it like to attend this school?

Wylam First School is at the heart of the community. Pupils enjoy coming to school. They feel happy and safe.

Pupils thrive working outdoors, for example when they visit the Wylam community orchard and the school's allotment.

Leaders have high expectations for pupils. There has been careful thought given to the use of the outdoor environment.

Pupils grow their own produce for a purpose. For example, for the harvest festival, pupils grow fruit, pick it and juice it ready to sell at the festival. The school is committed to being a sustainable school.'

Eco-warriors' ensure that pupils look after and value the environment.

Pupils' behaviour is e...xemplary. They show respect for each other and celebrate each other's individual differences.

Pupils take an active role in the local community. For example, they perform at local churches and take part in events linked to the community orchard. Ensuring the physical and mental well-being of pupils is a priority of the school.

A wide range of visits and visitors enhance the school's curriculum offer. Parents and carers are grateful for the extra educational opportunities their children receive.

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

Leaders have designed a curriculum that is ambitious and meets the needs of all pupils, including those pupils with special education needs and/or disabilities (SEND).

Leaders have considered the important knowledge and vocabulary that they want pupils to learn from Nursery to Year 4. Leaders make the curriculum relevant and engaging for pupils. For example, pupils learn about the history of their local area.

This stimulates pupils' interest in their learning. Teachers help pupils to recall and remember what they have been taught. Teachers use effective questioning to check what pupils know and can remember.

In the early years, the environment has been carefully considered to promote children's independence. Children settle well into the provision's routines. Children are engaged in their learning and develop high levels of concentration.

They are highly motivated and are eager to join in with the activities that teachers design. Staff model language and communication purposefully. Children in early years are very well prepared for key stage 1.

Reading is a priority in school. Pupils begin to learn to read at the start of the Reception year. Daily phonics sessions are highly effective.

Staff are well trained and knowledgeable. The books that pupils read are matched closely to their phonic knowledge. This helps them to develop fluency in reading.

Pupils' love of reading is enhanced by visits to the local library. The school communicates well with parents about their children's progress in reading.

The trust has worked with school leaders to strengthen the provision for pupils with SEND.

Clear plans of support set out how staff can help pupils with their next steps.Staff skilfully adapt their teaching to meet the individual needs of pupils. As a result, pupils with SEND achieve well.

Pupils' behaviour is exceptional. Leader's high expectations of pupils' behaviour are shared by all staff. Pupils are safe in school.

Adults listen to their concerns attentively and provide effective support when needed. Pupils are respectful to each other and the adults around them. Older pupils look after younger pupils carefully.

They support them well at lunchtimes and during school events.

Leaders provide high-quality opportunities for pupils' personal development. Pupils learn about fundamental British values in personal, social, health and economic education (PSHE) lessons, assemblies and through the daily life of the school.

Pupils vote for school councillors and 'eco-warriors' democratically. Pupils take these leadership roles seriously and are proud of the difference that they make to the life of the school and the wider world. Music, art and drama weeks enable pupils to explore the arts, working towards a final celebration for the local community.

In some subjects, the school is adept at checking the implementation of the curriculum. However, this is not consistent for all subjects. The school's understanding of the strengths and areas to further develop in some subjects is not as clear as in others.

Governors and trustees are committed to ensuring that all pupils have a high-quality education. Those responsible for governance are knowledgeable and have an accurate understanding of the school's strengths and priorities. They check the effectiveness of leaders' actions to further improve the school.

Leaders ensure that the workload and well-being of staff are considered. Staff feel well supported.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the effectiveness of the checks on the implementation of the curriculum is variable. As a result, the identification of improvement priorities is stronger in some subjects than in others. The school should work to ensure consistency in the evaluation of the strengths and areas to further improve across all subjects.

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