Catherine Wayte Primary School
Headteacher: Mrs Laura Brierley
reveal email address
School holidays for Catherine Wayte Primary School via Swindon council
360 pupils capacity: 114% full
205 boys 50%
210 girls 51%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2000
- OSGB coordinates
- Easting: 413944, Northing: 188476
- GPS coordinates
- Latitude: 51.595, Longitude: -1.8001
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 21, 2010
- Region › Const. › Ward
- South West › North Swindon › Haydon Wick
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Oakley Court School SN251PT
- 0.5 miles Haydon Wick Primary School SN251HT (270 pupils)
- 0.5 miles Greenmeadow Primary School SN253LW (262 pupils)
- 0.5 miles Haydonleigh Primary School SN251JP (446 pupils)
- 0.5 miles Abbey Meads Community Primary School SN254GY (390 pupils)
- 0.5 miles Haydon Wick Primary School SN251HT
- 0.6 miles Bridlewood Primary School SN252EX (261 pupils)
- 0.7 miles Penhill Junior School SN25LW
- 0.7 miles Orchid Vale Primary School SN251UG (343 pupils)
- 0.8 miles Penhill Infants' School SN25HF
- 0.8 miles Seven Fields Primary School SN25DE
- 0.8 miles Rodbourne Cheney Primary School SN253BN
- 0.8 miles Penhill Primary School SN25HF
- 0.8 miles Seven Fields Primary School SN25DE (335 pupils)
- 0.8 miles Rodbourne Cheney Primary School SN253BN (256 pupils)
- 0.9 miles Moredon Primary School SN22JG
- 0.9 miles Moredon Primary School SN22JG (447 pupils)
- 1 mile Isambard Community School SN252ND (1133 pupils)
- 1 mile St Francis CofE Primary School SN251UH (441 pupils)
- 1.1 mile Moredon Junior School SN22NQ
- 1.1 mile Moredon Infants' School SN22NQ
- 1.1 mile Pinehurst Junior School SN21JR
- 1.1 mile Pinehurst Infants' School SN21JR
- 1.1 mile Nova Hreod SN22NQ
Ofsted report transcript
Catherine Wayte Primary School
Elstree Way, Abbey Meads, Swindon, Wiltshire, SN25 4TA
|Inspection dates||17–18 March 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| The new headteacher has rapidly built on the |
Checks on the quality of teaching are exceedingly
The headteacher is supported extremely well by
Governors also provide exceptionally strong
Pupils are exceptionally caring and considerate.
developments already in place when she started.
In particular, she has ensured that the quality of
teaching and, consequently, pupils’ achievement
have continued to improve strongly.
rigorous and teachers receive outstanding support
to improve their practice.
other leaders and managers and all staff. Staff say
such things as, ‘We work as an effective team,
striving for the best.’
support. They are very aware of how good
teaching and pupils’ achievement are. They are
fully involved in the decision-making process, for
instance, ensuring that appropriate systems are in
place for rewarding good teaching.
There are excellent relationships at all levels and
pupils are very polite and welcoming to visitors.
The school’s systems for keeping pupils safe are
extremely rigorous. Both they and their parents
say that pupils feel safe.
| Pupils are enthusiastic learners. They concentrate |
Teachers plan engaging and interesting lessons,
Skilled teaching assistants provide valuable support
Pupils make good progress in all year groups, and
Children in the Reception classes also make good
extremely well in lessons and thoroughly enjoy
challenging tasks. They maintain their efforts
throughout all aspects of their learning very well.
which pupils enjoy. A more-than-average proportion
of pupils reach the higher levels in the assessments
in Year 2 and Year 6 due to good levels of
challenge included in lessons.
for pupils’ learning. This is particularly the case for
pupils with special educational needs who are
enabled to make good progress.
their rate of progress is improving. Pupils make
particularly good progress in reading. Due to
initiatives put in place by the school’s leaders,
achievement in mathematics has improved
progress, particularly when they are working with
adults. This is because adults are skilled at
recognising the individual children’s next learning
needs, and helping the children to achieve them.
| Teachers do not always check on how well pupils |
are doing during lessons. On these occasions they
do not adapt their plans to ensure that pupils are
given work that extends their learning and
enables them to make better progress.
| In the early years classes, the activities available for |
children to choose for themselves do not always
have a clear focus on improving the children’s
Information about this inspection
- The inspectors visited 30 lessons, two of which were attended jointly with the headteacher.
- Inspectors held meetings with leaders and managers, members of staff, pupils, the Chair of the Governing
Body and another governor, and a representative from the local authority.
- The inspectors met informally with parents at the beginning and end of the school day and analysed the
results of the 68 responses to Parent View, Ofsted’s online survey.
- The inspectors observed the school’s work and looked at its self-evaluation, development planning, and
policies and procedures, including those relating to pupils’ safety.
- The inspectors evaluated the school’s information on the progress that pupils are making, and scrutinised
the work in their books.
|John Eadie, Lead inspector||Additional Inspector|
|Linda Rowley||Additional Inspector|
|Olson Davis||Additional Inspector|
Information about this school
- Catherine Wayte Primary School is much larger than the average-size primary school. There are 14
classes, two for each year group. All the children in the early years attend full time.
- The proportion of pupils supported by the pupil premium (additional funding for pupils known to be
eligible for free school meals and children who are looked after) is below average. Fewer than five pupils
were eligible for free school meals in Year 6 last year. There are currently no looked after children in the
- Roughly four out of five pupils are from White British backgrounds. The remainder are from a wide variety
of minority ethnic groups, about one in three of whom speak English as an additional language.
- 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 expectations for
pupils’ attainment and progress.
- The school runs a breakfast club.
- The school provides accommodation for an after-school club, but this is managed independently and
- The headteacher took up her post in January 2015, having previously been deputy headteacher at the
What does the school need to do to improve further?
- Improve the quality of teaching and pupils’ achievement by ensuring that teachers consistently adapt their
plans in lessons on the basis of their assessment of how effectively pupils are learning.
- Improve provision in the early years by ensuring that activities that children can choose for themselves
have a clear focus on extending children’s learning.
|The leadership and management||are outstanding|
- The school’s vision statement, ‘Many working as one, striving for the best’ is central to all aspects of the
school. The headteacher has established an exceptionally strong teamwork ethic among all the staff,
typified in the comment of one member that ‘the team approach is very effective’. The pupils are very
aware of this ethos and share in the desire to strive for the best. They value the fact that they are all
treated as individuals.
- The new headteacher has very quickly stamped her own mark on developments and is fully supported by
staff and governors. A strong senior leadership team shares the vision of the headteacher very well and
they take a key role in aiding development. This is also the case for middle leaders, who carry out their
responsibilities extremely effectively, for instance, providing excellent pastoral support and guidance for
pupils. This is a key area for the school, reflected in the achievement of an externally validated ‘Young
- Very strong leadership has been responsible for the rapid improvement in the quality of teaching. It is
checked very rigorously and very high levels of support have been set in place. There are also good
opportunities for teachers to share expertise and observe good practice.
- The importance of the individual is very evident in the excellent way that equality of opportunity is
promoted. Discrimination of any sort is not tolerated. Pupils respond to this particularly well, resulting in
an exceptionally harmonious learning environment where relationships at all levels are outstanding.
- Pupil premium funding is used very effectively. The specific needs of disadvantaged pupils are carefully
analysed, and very focused help is provided to enable them to make as much progress as possible and to
take part in all school activities. A good example of this is the homework club run on two evenings of the
week, where pupils benefit from additional support provided by teaching assistants to help them complete
- The extra funding for primary sport and physical education is also used very effectively. Pupils appreciate
the wide range of further opportunities available, such as girls’ football and mixed tag rugby. They also
appreciate the new ‘running track’ which many were seen using during a break, and the additional
opportunities this provides for improving their health.
- The school provides an interesting and engaging curriculum, enhanced by many visits and visitors and a
wide range of extra-curricular activities. These include, for example, three choirs, one of which meets each
term. They cover all age groups, all of which have opportunities to perform with other schools.
Exceptionally strong provision is made, both within the curriculum and ingrained through the school’s
values, for pupils’ spiritual, moral, social and cultural development. This ensures that they are exceedingly
well prepared for the next stage of their education and for life in modern Britain.
- The school’s procedures for safeguarding pupils are exceptionally rigorous. They meet statutory
requirements, and procedures to ensure transparent and safe recruitment are very robust. Staff training is
regular and thorough, and induction procedures for new staff, students and visitors are comprehensive.
- The breakfast club is popular and is run very well by school staff. Their systems for keeping pupils safe
are just as rigorous as the whole-school systems.
- The local authority regards this as a school which only requires light-touch support, but has provided
support and training when requested, for example, to help the school analyse some weaknesses in the
progress of children in the early years.
- The governance of the school:
Governors provide extremely effective support for leaders. They have excellent knowledge of the quality
of teaching and how well pupils are achieving. This is due to the high-quality information provided by
leaders and from their own first-hand knowledge. This knowledge ensures that they know the questions
to ask in order to challenge leaders, which they do very effectively. Governors have carried out an audit
of their own skills to ensure that these are being used to full effect to aid leaders and managers. They
play their full role in verifying that teachers’ performance is being properly checked, and make very
sound and reasoned decisions on rewarding good teaching when merited. They ensure that the school’s
finances are properly managed, for example, by keeping a careful check on how the extra funding for
disadvantaged pupils is being spent and its effectiveness. They ensure that all statutory requirements
are met, particularly those regarding safeguarding and safe recruitment.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. This was confirmed in discussions with pupils, by all staff and
parents spoken to during the inspection, and by almost all parents who responded to the online
questionnaire. Pupils are extremely caring and polite. They have high levels of respect for each other, for
all the adults and for their surroundings. They are very proud of the school and its facilities. This results in
a congenial and happy learning environment where all can succeed.
- Pupils warmly welcome visitors and very proudly show them their school and their achievements. Pupils
are developing exceptionally well into responsible and considerate young people who have a very keen
awareness of their place in society. The school’s records show that behavioural incidents are few and far
between, that they are invariably minor in nature and they are dealt with very effectively. Pupils take on
high levels of responsibility for modifying their own behaviour and that of other pupils.
- Pupils’ attitudes to their learning are exemplary and make a significant contribution to the progress that
they make. They almost always work exceptionally keenly, particularly in the classes for the older pupils. A
particular strength is the way in which pupils work together in pairs or small groups. Even when working
with pupils that they have not worked with before, they value the views of others and listen very
respectfully. Pupils are developing extremely well into inquiring and interested learners, well prepared for
the next stage in their education and for life in modern Britain.
- Attendance has been consistently well above average for some years and there are only very rare
instances of poor punctuality. A particular strength is the way that pupils quickly settle to work and move
between lessons sensibly and promptly.
- The school’s work to keep pupils safe and secure is outstanding. Pupils say that they feel extremely safe in
school. All parents and carers spoken to during the inspection agreed with this, as did the vast majority of
those who responded to the online questionnaire. Pupils are keenly aware of the need for safety, for
example, by leading road safety initiatives to heighten awareness in the community.
- The very few incidences of bullying are dealt with very effectively by the school. Pupils say that bullying is
rare and very minor. They appreciate the fact that there is always an adult to whom they can turn for
assistance if they are experiencing problems. Pupils have an excellent understanding of different types of
bullying, including cyber bullying and the use of inappropriate racist or homophobic language.
- As well as teaching about e-safety for pupils, information sessions have been provided for parents to
ensure that they are aware of the dangers inherent in using the internet, both for themselves and their
|The quality of teaching||is good|
- The quality of teaching is improving rapidly and this is resulting in pupils’ achievement also improving
rapidly. Teachers have high expectations both of pupils’ performance and their behaviour.
- Teachers are very good at using assessment over time to establish whether any pupils are likely to fall
behind. Very effective initiatives are then put in place to help them to catch up.
- There are occasions in lessons when teachers do not keep a close enough check on how much pupils have
learnt. For example, on some occasions where it is clear that many pupils have clearly understood what
was being taught quite early in the lesson, they are not given the opportunity to extend their learning.
They therefore miss the opportunity to gain understanding more quickly by doing more advanced or
additional work in order to make faster progress.
- Teaching assistants are skilled and support pupils’ learning very well. They are particularly effective when
helping those who are struggling with their understanding. On occasions, it was clear that teachers did not
make sure that pupils working with teaching assistants were making the progress of which they were
- Teachers’ marking is effective, particularly for the older pupils. Pupils say that they appreciate how the
marking helps them know what they need to do to improve.
- The teaching of literacy, reading and numeracy is rigorous. This is shown in the well-above-average
attainment in the annual formal assessments carried out in both Year 2 and Year 6.
- Teachers are keen to improve their practice, and the strong collaboration with other local schools is
proving effective in allowing them to see best practice and benefit from sharing their expertise.
|The achievement of pupils||is good|
- Pupils’ achievement is improving rapidly although it is not yet consistently outstanding. For example, the
progress they are making is now outstanding in reading, though not in writing or mathematics.
- There is a remarkable consistency in the progress that is being made by different groups. For instance,
boys and girls make very similar rates of progress. One of the reasons for this is that boys’ progress in
writing has improved due to appropriately designed initiatives put in place by the school’s leaders.
- There were too few disadvantaged pupils in Year 6 last year to comment on their performance compared
to other pupils, either nationally or in the school. However, the gap between the attainment of
disadvantaged pupils and that of their classmates has closed in each of the last three years. Information
provided by the school shows that there is currently little difference between their attainment and that of
other pupils in all year groups. They are all making good progress.
- The most able pupils do well. The proportion of pupils who gained the higher Level 3 in the assessments
in Year 2 last year was above average in reading, writing and mathematics. The proportion of pupils who
gained at least the higher Level 5 in the national assessments in Year 6 last year was comfortably above
average in reading, mathematics and in English grammar, punctuation and spelling. A good number also
reached the highest Level 6.
- Disabled pupils and those who have special educational needs make good progress. This is because their
needs are identified accurately, and very well-focused plans are prepared to assist their learning.
- Pupils from minority ethnic groups make at least as good progress as their classmates. Those who do not
speak English as their first language are supported well and quickly enabled to take a full part in lessons
and make good progress.
- Performance in the national phonics (linking letters to the sounds they make) check in Year 1 in 2014
dipped below average, having been above average the previous year. Leaders quickly analysed the
problem and put in place initiatives to address it. The result is that pupils are making much better
progress this year.
- Attainment in the assessments in Year 2 has been significantly above average in each of the last four
years. Attainment in the national assessments in Year 6 shows a noteworthy rising trend over the last
four years and was significantly above average overall and in reading, writing, mathematics and English
grammar, punctuation and spelling in 2014.
- Pupils have good technical skills in reading, building on their good phonics knowledge. Older pupils read
widely and for enjoyment. They are developing well into confident readers.
|The early years provision||is good|
- Children’s starting points when they join the school are generally typical for their age. However, although
children joined with lower starting points in 2013, the vast majority made better than expected progress.
Last year’s big disparity between the performance of boys and girls is closing and the gap has now
become much smaller.
- The early years is led well. The leader’s initiatives are the reason for the closing of the gap between boys
- Strong collaboration with local schools is used well to develop provision. For example, the leader is
involved in a Research and Innovation Group, funded by the Swindon Teaching School, to broaden
expertise through developing and sharing best practice. This initiative has contributed to the early years
leader making good improvements to the provision’s assessment procedures.
- The quality of teaching is good in the early years. Activities led by adults are planned well, and children
make particularly good progress when they are in one of those groups provided with a specific focus.
However, children do not make such good progress in their learning when they are choosing activities for
themselves. This is because these activities are insufficiently focused on extending the children’s learning
and do not, for example, maintain children’s interest.
- Children quickly learn the expectations of behaviour and how to work well together and share. Behaviour
is good. Systems for keeping them safe are extremely thorough and the environment is very safe and
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||132023|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a
section 5 inspection under the same Act.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||414|
|Appropriate authority||The governing body|
|Date of previous school inspection||21–22 September 2010|
|Telephone number||01793 727405|
|Fax number||01793 727405|