West Witney Primary School & Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love being part of this vibrant and supportive school community. They talk with enthusiasm about the many exciting opportunities that staff arrange for them. Pupils are very happy and safe here.

When asked to describe their school, pupils used phrases such as 'this is a place for everyone', 'teachers support our learning' and 'pupils are kind and look out for each other'.

Pupils learn across an interesting and engaging curriculum. They develop the skills needed to be successful.

Pupils enjoy the on-site forest area, where they learn about the natural environment and habitats. The school has high expectations for pupils' behaviour and achievements. As a... result, pupils achieve well and behave positively.

Pupils talk passionately about the school's values. Staff promote and encourage pupils to be determined and inquisitive learners. Relationships between staff and pupils are caring and respectful.

Pupils are confident to talk with trusted adults if they have any worries.

During breaktimes, pupils play together well and show respect towards each other. Children in the early years develop positive relationships with each other.

Parents are supportive of the school. A parent captures the view of many when they say that, 'West Witney is a wonderful school, everyone is so welcoming and children are thriving.'

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

The school has designed and implemented an ambitious curriculum.

It outlines the essential knowledge and key vocabulary that pupils will learn over time. The curriculum is sequenced carefully. It helps pupils to develop subject skills while they learn interesting information about important topics.

In history, for example, pupils learn about the Witney wool trade, while developing their understanding of using different sources of evidence.

Teachers use their secure subject knowledge to carefully explain new information so pupils can relate this to what they have previously learned. There are well-planned activities that develop pupils' understanding.

Pupils talk confidently about their learning, showing how their knowledge is building over time. Teachers check how well pupils are learning the curriculum in effective ways. However, in a few subjects, the school is refining the process.

As a result, pupils are not yet achieving as effectively as they could or securing deep levels of knowledge across all subjects.

Starting in Nursery, children are enthusiastic about their learning and are eager to do their best. Staff provide experiences and opportunities that support children to become keen learners.

For example, in the hairdressing salon role play area, staff help children develop their language skills. They do this by supporting children to make appointments and talk about different hairstyles. Children are provided with a high level of care, clear boundaries and a caring environment.

However, the school recognises the need to ensure a greater consistency in the different planned activities children undertake, so that children can build their knowledge and skills securely in readiness for key stage 1.

The school acts quickly to identify pupils with additional needs accurately, including pupils with special educational needs and/or disabilities (SEND). These pupils receive targeted and precise support to enable them to access the full curriculum.

This includes the use of specialist resources to help pupils with SEND learn alongside their classmates.

The school has prioritised the teaching of reading and it is the gateway to the school's curriculum. From the early years, children follow a systematic approach to learning phonics.

They read books that precisely match the sounds they are learning. The school identifies any pupils who are falling behind and provides the corrective support promptly. Staff make sure that pupils quickly learn to read.

Pupils have access to a range of high-quality texts and they love reading. The school's effective work supports pupils to read widely with confidence.

The school supports pupils' wider development effectively.

It ensures that pupils understand the need to have strong morals and values to be good citizens. Pupils behave well and are very respectful towards each other and staff. The school's clear expectations and rigorous actions result in pupils attending well.

Pupils gain an age-appropriate understanding of healthy relationships. They learn about diversity, equality and tolerance. Pupils are encouraged to take on leadership roles, such as eco-leaders, school councillors and head boy and head girl.

Pupils understand their responsibility to help others. For example, they create shoe boxes of gifts for children and write to a Member of Parliament about homelessness. They know how to stay healthy and active.

Pupils learn how to make healthy food choices and enjoy making nutritious foods. They learn how to keep safe when, for example, using the internet, riding their bike and sitting around the campfire.

The school is highly committed and has a determined drive to have a positive impact on pupils' education.

Those responsible for governance have a detailed understanding of the school's strengths and areas for development. Staff appreciate the professional development they receive to help them support pupils effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in a few foundation subjects is less well developed than in the rest of the school. Consequently, the school is less clear about how well pupils are learning the curriculum over time. The school should strengthen how staff check pupils' learning across the curriculum to ensure that pupils are achieving well in every subject.

• In the early years, learning activities do not always consistently match the intended curriculum strongly enough. This means that children do not learn as well as they could. The school should ensure that all staff have the expertise and knowledge to deliver the school's curriculum consistently well across all aspects of the early years provision.

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