School etc

Walkeringham Primary School

Walkeringham Primary School
Millbaulk Road
South Yorkshire

phone: 01427 890355

headteacher: Mrs Adrienne Allcock

school holidays: via Nottinghamshire council

75 pupils aged 2—11y mixed gender
52 pupils capacity: 144% full

35 boys 47%


40 girls 53%


Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 476882, Northing: 392712
GPS coordinates
Latitude: 53.426, Longitude: -0.84446
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 27, 2011
Region › Const. › Ward
East Midlands › Bassetlaw › Beckingham
Village - less sparse
Free school meals %

Walkeringham Primary School

Inspection report

Unique Reference Number 122680
Local Authority Nottinghamshire
Inspect ion number 359289
Inspect ion dates 27–28 January 2011
Report ing inspector John Horwood

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 60
Appropriate authority The governing body
Chair John Price
Headteacher Adrienne Allcock
Date of prev ious school inspection 27 February 2008
School address Millbaulk Road
Walkeringham, Doncaster
DN10 4LL
Telephone number 01427 890355
Fax number 01427 891586
Email address reveal email: off…
Age group 3–11
Inspect ion dates 27–28 January 2011
Inspect ion number 359289


This inspection was carried out by two additional inspectors. They observed 10 lessons
and saw six teachers. Meetings were held with groups of staff, governors and pupils.
Inspectors observed the school's work and looked at documentation including pupils' work,
minutes of governing body meetings, the school development plan, progress monitoring
records and school policies. The responses to 57 questionnaires from parents and carers
were scrutinised.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The strengths within the teaching of English which enable pupils to consistently
    make at least good progress.
  • How well the systems for tracking pupils' progress predicted the individual progress
    made by pupils in 2009/10.
  • Whether cultural links are sufficiently developed to justify the school's judgements
    on community cohesion, pupils' contribution to the community and their cultural

Information about the school

Walkeringham Primary School is a much smaller than average primary school. All pupils
are taught in mixed age classes. Almost all pupils come from White British backgrounds.
There are no pupils who speak English as an additional language. The proportion of pupils
known to be eligible for free school meals is much lower than in most schools. There is a
below average proportion of pupils who have special educational needs and/or disabilities
which cover a broad spectrum. The school has been awarded Healthy Schools Gold
Standard and the Activemark. Since the previous inspection the building has been
extended to provide new facilities for the Early Years Foundation Stage and a school hall
for assemblies, dining and physical activities. The internal layout of the original building
has been remodelled to improve the facilities for all pupils and staff.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 1
The school's capacity for sustained improvement 1

Main findings

Walkeringham Primary provides pupils with an outstanding education. Pupils say they feel
extremely safe and this is mainly because of the harmonious environment, excellent
relationships and exemplary behaviour. Parents and staff all agree that pupils are safe in
the school. A parent wrote 'The school is a warm, caring and supportive environment,
whilst being suitably and effectively disciplined.' Pupils' attendance is high reflecting their
great enjoyment during the school day.
Parents and carers comment about the excellent start children get in the Early Years
Foundation Stage and inspection findings confirm this. Pupils make outstanding progress
throughout the school and leave Year 6 with high attainment. All the teaching seen in the
school was at least good. The strong focus on promoting literacy skills as the foundation
for learning across the curriculum has been very successful. Teachers make excellent use
of their knowledge of pupils' abilities to identify where extra help is needed. Strategies to
provide this support are very effective and ensure that during their time in the school all
pupils make outstanding progress. This was evident last year, for example, when the Key
Stage 1 results for two pupils were relatively low due to personal situations. T his was
clearly identified through the progress tracking systems and sensitive but effective support
provided throughout Key Stage 2 to enable them to attain much higher than their Key
Stage 1 results indicated they would. Whilst there is some outstanding practice, especially
in English, the marking of pupils' work does not always ensure that pupils know how well
they are doing and how to improve. The outstanding curriculum supports all aspects of
pupils' learning. Pupils with special educational needs and/or disabilities get good
additional support from teachers and teaching assistants to ensure that they make good
progress. The role of teaching assistants within lessons is well defined and enables them
to work very effectively in partnership with teachers.
The headteacher's vision for the school is shared by all staff who are fully involved in all
aspects of school improvement resulting in outstanding academic and personal
achievement by pupils. A typical comment from a member of staff was 'I am extremely
proud to be a member of this school and feel privileged to work here.' Leaders' self-
evaluation is extremely accurate and identifies strengths and areas for development in the
school. Actions taken following the previous inspection to improve standards, the quality
of learning and the sharing of skills between the teachers have all been effective. The
impact of steps taken by leaders to improve teaching through greater use of assessment
systems is outstanding. Successful strategies have also improved the quality of pupils'
writing. All of this demonstrates the outstanding capacity the school has for sustained
Good links have been developed with the local neighbourhood. Pupils are very involved
with community events and the new facilities now available within the school are being

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

made available for use by all. Leaders have ensured that pupils have good opportunities
through the curriculum and a good range of visitors to gain an understanding of people
from different backgrounds and faiths. They are aware more needs to be done and are
enthusiastically looking at ways to extend this provision. They have already developed
partnerships with schools outside of their local area and have made good progress in
working towards the International Schools Award.

What does the school need to do to improve further?

  • Ensure that the marking of pupils' work consistently identifies the levels at which
    they are working and how to get to the next level in their learning.
    Develop more opportunities for pupils to have meaningful interactions with those
    from different backgrounds.
Outcomes for individuals and groups of pupils 1

Achievement is outstanding. Children join the Early Years Foundation Stage with lower
than expected skills for their age, but by the end of Year 6 attainment is high in English
and mathematics. Most pupils make outstanding progress. Those with special educational
needs and/or disabilities make good progress as a result of excellent support. Pupils say
they enjoy their learning and this was abundantly evident in a Class 1 English lesson about
story writing where class discussion about the robot and the bluebird really enthused all
pupils. The same class really enjoyed their dance lesson in the new school hall. In all
lessons pupils benefited from vibrant wall displays, good opportunities to use laptops,
excellent relationships and outstanding support and guidance from teachers and teaching
assistants. The needs of all pupils are met with appropriate support. Their enjoyment is
reflected in their high attendance records.
Pupils are well prepared for their future well-being because of their high levels of
achievement and outstanding personal skills. They gain additional awareness for later life
through such opportunities as being encouraged to save money for their school residential
trip and also through their charity work. Pupils eat healthy food and enjoy activities and
sport and these outcomes have contributed to the school being awarded the Activemark
and Healthy School Gold Status. Pupils make a very good contribution to the school
community as school council members and in supporting younger pupils. They interact
well with the local community through sport and activities such as the recent art exhibition
for the local community and past pupils. Pupils' spiritual, moral, social and cultural
development is outstanding. In spite of the very limited range of cultural diversity in the
school and local community they learn about different faiths and cultures. This is
enhanced by the curriculum and the developing links with other schools and communities.
For a small school in a village location there is a good range of visitors from different
faiths to broaden pupils' understanding and enhance their spiritual development. When a
pupil from an ethnic background has attended the school they have been made extremely
welcome by all pupils.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 1
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 1
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behaviour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Pupils benefit from good teaching supported by an outstanding curriculum within a safe
and caring environment. Teachers are enthusiastic and have excellent relationships with
pupils. The use of assessment data, to ensure the support is well directed, is outstanding.
Teachers have good subject knowledge and provide a wide variety of activities to engage
pupils. Planning ensures that repetition is minimised for pupils in the mixed age classes.
Teachers involve pupils in assessing their own work but their marking does not always
make it clear how well they are doing and how to get to their next target or level.
The curriculum is well organised and provides pupils with many varied and interesting
learning experiences. It is well adjusted to meet the needs of every pupil and has been
developed through consultation with staff and pupils. At the end of each year the
headteacher asks pupils for feedback about the curriculum. Linking subjects across the
curriculum is very well established and contributes to their enjoyment. There are very
good enrichment opportunities including well attended clubs. Pupils really enjoy the
residential trips for example to Ravenstor Youth Hostel. A strong feature of the curriculum
is having a collective Key Stage 1 and 2 learning outcome for the end of each term's topic.
Pupils confirmed this by excitedly talking about how they had created a life-sized recycled
dinosaur. The provision for pupils who have special educational needs and/or disabilities is
very well planned as part of the focus on 'every child.'

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Pastoral care in the school is outstanding, with all staff strongly committed to the principle
that 'every child matters.' Effective procedures are in place to encourage outstanding
behaviour and high attendance. Transition arrangements with secondary schools
effectively support those pupils making this move even though parents and carers choose
from a range of schools. All requirements of health and safety are met. First aid provision
is good and a comprehensive system of recording and reporting all accidents is in place.
The support and provision for vulnerable pupils and their families are good. The three
looked after children in the school are very well supported by staff, who work very closely
with support agencies and carers. The school is diligent in following up any concerns to
ensure the safety and well-being of its pupils.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The headteacher has a clear vision for improvement and is well supported by all staff and
governors. Morale within the school is very high with everyone working together to
provide the best for their pupils. The concept of ongoing improvement is fully embedded
throughout the school. A significant demonstration of this is the recent appointment of a
part time teacher to enable literacy and numeracy to be taught in paired year groups
rather than to the whole of Key Stage 2. The impact on improving teaching and learning is
demonstrated by the outstanding progress pupils make. The school is an inclusive
community. They ensure that there is no underachievement by providing well planned
support to every pupil; this promotes equal opportunities and avoids discrimination. At
present, the governing body makes a satisfactory contribution to the school because a
significant proportion of the members are relatively new to their roles. They understand
what needs to be done in the school and have an enthusiastic approach to carrying out
their responsibilities. They ensure that effective safeguarding procedures are all in place to
meet requirements including the vetting of staff. There are good partnerships with support
agencies and high quality child protection procedures are fully adhered to.
The effectiveness with which leaders promote community cohesion is good. They know
the community very well and much has been done to successfully promote strong
relationships with parents and carers. The school community is extremely harmonious,
with outstanding relationships clearly apparent. Links with the local community are good
and the school is now seen as an important part of the village community. There are links
with more distant communities including schools beyond the local community but these
are at an early stage of development.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discr imination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 1

Early Years Foundation Stage

The Early Years Foundation Stage continues to provide outstanding provision for children
within the improved facilities. As a parent correctly commented 'I have found the
preparation for our child's arrival into the foundation unit extremely thorough. Staff are
friendly, helpful and have been very kind in smoothing the transition for both us as
parents and our child, coming into a school environment for the first time.' Children are
seen as individuals by adults. Attainment on entry to the Early Years Foundation Stage is
generally below the level that is typically expected for their age. Children make
outstanding progress and most reach or exceed the goals expected of children at the end
of the Reception Year. They play and learn well together and behave very well.
The learning environment is stimulating with a vibrant classroom and a well equipped
outdoor area. Children have a good range of activities to choose from both indoors and
outdoors and staff make good use of both areas to support learning. Adults give effective
advice and as a result children have a good understanding of personal hygiene and how to
keep safe. Children are very well cared for and adults have excellent relationships with
them. All welfare requirements are met and there is good support for children's well-being.
There is an outstanding partnership between the teacher and the teaching assistant to
help every child in all aspects of their education. Use of information and communication
technology is excellent in making learning even more enjoyable and also to monitor
progress. Children with special educational needs and/or disabilities are well supported in
all aspects of their learning.
Leaders have a clear understanding of strengths and show a determined approach to
improve still further. Teaching is outstanding. There are extensive records of children's
entry and exit data as well as comprehensive ongoing assessment records which are well
used to ensure appropriate support is provided.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 1
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 1
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Most parents and carers completed inspection questionnaires. The vast majority are
satisfied with the school. The level of agreement for all questions was higher than in most
schools except about how the school deals with unacceptable behaviour. There was
exceptionally high agreement that children enjoy school, the school keeps them safe and
they are helped to have a healthy lifestyle. A small minority had individual concerns which
were considered as part of the inspection process. These, together with the comments
about behaviour, were not substantiated by evidence available during the inspection.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Walkeringham Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 57 completed questionnaires by the end of the on-site
inspection. In total, there are 60 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 44 77 11 19 1 2 0 0
The school keeps my child
43 75 14 25 0 0 0 0
My school informs me about
my child's progress
28 49 22 39 4 7 3 5
My child is making enough
progress at this school
33 58 21 37 3 5 0 0
The teaching is good at this
41 72 14 25 2 4 0 0
The school helps me to
support my child's learning
35 61 16 28 6 11 0 0
The school helps my child to
have a healthy lifestyle
28 49 29 51 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
28 49 23 40 3 5 0 0
The school meets my child's
particular needs
34 60 20 35 0 0 0 0
The school deals effectively
with unacceptable behaviour
20 35 25 44 9 16 0 0
The school takes account of
my suggestions and concerns
24 42 30 53 2 4 0 0
The school is led and
managed effectively
34 60 21 37 0 0 0 0
Overall, I am happy with my
child's experience at this
38 67 18 32 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

31 January 2011
Dear Pupils

Inspection of Walkeringham Primary School, Doncaster, DN10 4LL

Thank you for welcoming us and helping us when we came to your school. We really
enjoyed visiting you and seeing you learning and playing so well together. Your school is
giving you an outstanding education.
There are many things we admire about your school and these are a few of them.
You make outstanding progress and reach high attainment levels.
You all get on really well together, behave extremely well and have excellent relationships
with each other and with adults.
You truly enjoy school where you feel very safe and attend regularly.
You really enjoy responsibilities like being on the school council and helping the younger
All the adults look after you very well and give you excellent help and guidance during
These are things we have asked the school to do to make it even better:

  • when teachers mark your work to always let you know what level you have reached
    and tell you what you need to do to get to the next step in your learning
  • develop more opportunities for you to get to know and understand about pupils from
    a wide range of backgrounds different to your own.

You can help by continuing to work as hard as you are doing now.
Yours sincerely

John Horwood
Lead inspector


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