Wylye Valley Church of England Voluntary Aided Primary School

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About Wylye Valley Church of England Voluntary Aided Primary School

Name Wylye Valley Church of England Voluntary Aided Primary School
Website http://www.wylyevalleyschool.co.uk/
Ofsted Inspections
Mr Robert Barnes
Address Cherry Orchard, Codford, Warminster, BA12 0PN
Phone Number 01985850461
Phase Primary
Type Voluntary aided school
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 121
Local Authority Wiltshire
Highlights from Latest Inspection


Wylye Valley Church of England Voluntary-Aided Primary School continues to be a good school.

What is it like to attend this school?

Wylye Valley school is a caring and warm school. Staff know the pupils well.

Pupils enjoy coming to school. Pupils know staff are ambitious for them to do well. Pupils respond to this positively.

They talk enthusiastically about the wider experiences they have, as well as their learning.

Pupils show the values of 'love, care and respect' through their actions. For example, they raise money for charities through events, such as cake sales.

Pupils are well informed about the work of the charities and the purpose of fundraising....

Pupils value the house system. It gives them a sense of belonging.

They take part in house competitions. Pupils keenly fulfil leadership roles, such as house captains, sports ambassadors and eco leaders. Through these roles older pupils care for younger pupils.

They promote play and make sure equipment is ready for pupils to play with. During breaktime, older pupils help to look after the school environment.

Staff make sure pupils are well supported.

This makes them feel happy and safe. Pupils speak confidently about friendship and kindness. They say bullying rarely happens.

When it does, adults take appropriate action. Pupils say staff listen to them and treat them fairly.

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

Leaders have planned a well-sequenced and broad curriculum.

Subject leaders have identified the knowledge and skills they want pupils to learn. Leaders map it so that pupils build on their learning. However, in some foundation subjects, leaders have not planned effectively how to check how well pupils understand the curriculum.

This work is in its infancy. Consequently, in some subjects, leaders do not fully understand where pupils have gaps in their knowledge.Teachers help pupils by demonstrating what they are learning.

Pupils practise so they become better at what they are doing. As a result, pupils have good recall. For example, in mathematics, pupils use a 'class passport' to track their knowledge and understanding.

When pupils need support, intervention helps them to catch up quickly.

In lessons, pupils focus on their learning most of the time. Pupils are keen to talk about what they can remember.

When they start in Reception, children learn the routines and expectations of the classroom. This prepares them well for their learning.

Leaders prioritise reading throughout the curriculum.

Children learn letter sounds as soon as they start school. Staff know the programme well. They track pupils' understanding carefully and provide support to help pupils catch up.

Pupils read books matched to the sounds they know. Teachers choose texts and read to their class every day. As pupils become fluent, they read daily and check their understanding through quizzes.

Pupils are positive about the reading they do in school.

Leaders are ambitious for all pupils to have a wider experience of the curriculum. They plan for visitors and trips to support the pupils' learning.

For example, all pupils listened to a Welsh brass band visiting the school and learned about the instruments they were playing. When pupils learned about the water cycle, the water company visited and worked with pupils on science experiments. Through their outdoor learning, pupils continue to explore the curriculum.

For example, they create outdoor art using natural resources. Leaders celebrate pupils' work and achievements widely.

The personal, social and health education programme is well planned.

Pupils learn about differences and healthy relationships. Pupils show care and respect through their understanding of what life is like for children around the world. Pupils learn to be aware of and manage their feelings.

When they want to talk to a trusted adult about things that might concern them, they use the 'bubble' chart. Pupils like this and find it helpful. Every week visitors share spiritual and moral stories in assembly.

Pupils take part and reflect on the stories.

Teachers know their pupils well. They check that pupils with special educational needs and/or disabilities (SEND) have the support they need.

Staff receive regular training to support pupils with different needs. This helps them to spot early when a pupil may need help. As a result, pupils with SEND are well supported.

Governors understand the priorities of the school. They effectively support and challenge leaders. Leaders and governors collaborate with other schools.

This gives leaders access to additional resources. Subject leaders have been recently appointed. Nonetheless, they provide effective professional development to deepen staff's subject knowledge.

Staff recognise the work of leaders to manage workload. Many parents say staff are passionate and caring about the pupils, and their children thrive as a result.


The arrangements for safeguarding are effective.

Leaders make sure staff and governors receive regular training to keep children safe. The staff know the pupils well. Staff are vigilant.

They report concerns following the school's processes. Leaders follow these up promptly.

Leaders work closely with external agencies to make sure pupils and families receive the help they need.

They allocate resources, such as a family support worker, to provide support and information.

Staff recruitment is managed safely. Leaders carry out appropriate checks on adults working with children.

Leaders recognise the need to strengthen pupils' understanding of staying safe online. They continue to strongly promote online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, leaders have not planned assessments in order to check the essential knowledge that pupils need to learn and remember.

This means that precise information about gaps in pupils' learning is not identified. Leaders need to make sure that assessment information is planned well so that subject leaders understand the progress pupils are making through the curriculum.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in February 2013.

Also at this postcode
Wylye Coyotes Afterschool Club Codford Caterpillars Pre School

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