Willaston Primary School
Willaston Primary School
Headteacher: Miss Clare Grehan
210 pupils capacity: 100% full
100 boys 48%
110 girls 53%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 367532, Northing: 352710
- GPS coordinates
- Latitude: 53.071, Longitude: -2.486
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 25, 2013
- Region › Const. › Ward
- North West › Crewe and Nantwich › Willaston and Rope
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles Oak House / Redsands CW56NE
- 0.8 miles Wistaston Junior School CW28EZ
- 0.8 miles Wistaston Westfield Infant School CW28EZ
- 0.8 miles Wistaston Church Lane Primary School CW28EZ (420 pupils)
- 1 mile Highfields Community Primary School CW56HA (210 pupils)
- 1.1 mile Pear Tree Primary School CW57GZ (218 pupils)
- 1.1 mile Pear Tree Primary School CW57GZ
- 1.2 mile Shavington High School CW25DH (572 pupils)
- 1.3 mile The Berkeley Primary School CW26RU (339 pupils)
- 1.5 mile Wyche Primary School CW55LX (189 pupils)
- 1.5 mile Stapeley Broad Lane CofE Primary School CW57QL
- 1.5 mile St Mary's Catholic Primary School, Crewe CW28AD (586 pupils)
- 1.5 mile Brine Leas High School CW57DY
- 1.5 mile Brine Leas School CW57DY (1308 pupils)
- 1.5 mile Stapeley Broad Lane CofE Primary School CW57QL (212 pupils)
- 1.6 mile Wistaston Green Junior School CW28QS
- 1.6 mile Wistaston Green Nursery and Infant School CW28QS
- 1.6 mile Vine Tree Primary School CW28AD (197 pupils)
- 1.6 mile Weaver Primary School CW57AJ (210 pupils)
- 1.6 mile St Anne's Catholic Primary School CW57DA (211 pupils)
- 1.6 mile St Thomas More Catholic High School, A Specialist School for Maths & ICT CW28AE
- 1.6 mile Wistaston Green Primary and Nursery School CW28QS (403 pupils)
- 1.6 mile St Thomas More Catholic High School, A Specialist School for Maths & ICT CW28AE (646 pupils)
- 1.6 mile Wistaston Academy CW28QS
Ofsted report: Newer report is now available from ofsted.gov.uk, latest issued Sept. 25, 2013.
Willaston Primary School
Inspection Report - Amended
|Unique Reference Number||111076|
|Inspection date||16 October 2008|
|Reporting inspector||Diane Auton|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Chair||Mrs Jenny Moran|
|Headteacher||Mrs Kirsteen Rigby|
|Date of previous school inspection||17 October 2005|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||Derwent Close|
|Cheshire CW5 6QQ|
|Telephone number||01270 661528|
|Fax number||01270 651190|
|Inspection date||16 October 2008|
Inspection report Willaston Primary School, 16 October 2008
© Crown copyright 2008
Amended Report AddendumEnsure that the more able children in Key Stage 1 achieve as well as they possibly can in mathematics and that the rate of progress in mathematics is consistent across the school.
The inspection was carried out by one Additional Inspector. The inspector evaluated the overall effectiveness of the school and investigated the following areas: the progress pupils make across the year groups and across subjects; the impact of teaching and the curriculum on achievement and standards and on pupils' personal development and enjoyment of learning; and how well the school's leadership promotes high standards. Evidence was gathered from the observation of lessons, assessment data, pupils' work and discussion with pupils, the staff and representatives of the governing body. Other aspects of the school's work were not investigated in detail, but the inspector found no evidence to suggest that the school's own judgements, as given in its self-evaluation form, were not justified. These have been included where appropriate within the report.
Description of the school
This average-sized primary school serves a wide area around the semi-rural village in which it is situated. The proportion of pupils entitled to free school meals is well below average. Most pupils are White British, with a very small number from other heritages. No pupils are at an early stage of learning English. The proportion of pupils with learning difficulties and/or disabilities is smaller than that found in most schools. The school holds the Healthy Schools Award, the Artsmark (Gold), the Basic Skills Quality Mark, the Inclusion Quality Mark, the International Eco Green Flag Award and the Effective Early Learning Quality Mark.
The 10/57 Club, situated on site, provides extended day care for pupils.
Key for inspection grades
Overall effectiveness of the school
This is a good school with many outstanding features. Pupils achieve well academically and their personal development is excellent. An ethos of self-respect and care for others is central to its happy and effective learning community. 'The school is a brilliant first rung on the educational ladder for our children' is a comment that typifies the views of the majority of parents.
Children enter Reception with skills that are in line with expectations for their age group. They progress well across the school and reach overall standards that are above average by the end of Key Stage 2. Standards in English are exceptionally high; standards in mathematics are not as high, although they are above average. Despite a dip in 2006, results in national tests remained above average and have since returned to well above the national average. The school has identified mathematics as a priority area for improvement. This is because the proportion of pupils reaching the higher levels is lower in mathematics than in the other subjects, particularly in Key Stage 1. Pupils with learning difficulties and/or disabilities achieve extremely well, in relation to their starting points and abilities, as a result of the high quality support and effective individual learning programmes that the school provides for them.
Pupils' good overall achievement is the result of good teaching, an excellent curriculum which engages their interest, and excellent pastoral care that helps them to be confident and secure. Teachers give clear directions and use questions well to support the development of pupils' thinking skills. They provide extremely effective guidance, which helps pupils to improve their work. In some outstanding lessons, pupils played a very active role in organising their own learning and assessing how well they had done. Pupils' progress is assessed and tracked carefully and most lessons are planned well to take into account the range of pupils' needs and abilities. The curriculum provides very well for developing pupils' basic skills, particularly in literacy and information and communication technology (ICT). Over the last two years, there has been a sharp focus on developing a wide range of skills across the subject areas through work in topics and themes. This motivates pupils very successfully and they say how much they enjoy their lessons. The school has begun to implement new systems for assessing pupils' progress through focused teaching strategies to iron out any inconsistencies in pupils' achievement in mathematics. The professional partnership between teachers and highly skilled teaching assistants is a key element of the school's successful provision for pupils of all ages and abilities. The school meets statutory requirements for safeguarding pupils and takes appropriate steps to ensure their health and safety.
Pupils' personal development is outstanding and this is seen in their excellent behaviour and attendance. The school's emphasis on praise and on valuing each individual ensures that pupils grow in self-esteem and form strong relationships with staff and with each other. Pupils feel they are listened to and cared for. Their spiritual, moral, social and cultural development is excellent. They enjoy many opportunities to take responsibility: for example, as play leaders, school councillors, road safety officers and eco-officers. They collaborate well in groups and when working with a partner in lessons. These factors and their good basic skills prepare them well for the future. They have excellent awareness of personal safety and healthy lifestyle issues. They enjoy an excellent range of extra-curricular activities and residential and day visits. Good links with the local high school help to prepare them well for the move to the next stage in their education.
The headteacher provides very strong leadership and a clear vision and direction for taking the school forward. Knowledgeable governors provide challenge as well as support and hold the school to account. Leaders know the school and its community well; their self-review is accurate and is underpinned by rigorous assessment and review. Targets for improvement are appropriate and challenging and actions designed to achieve them are planned well. The school, therefore, has good capacity to make continued improvement. Senior staff share responsibility with the headteacher and governors for checking on the school's performance and provision. Good attention has been given to promoting community cohesion and the school is developing a range of initiatives to extend and develop pupils' awareness of the wider world and to prepare them for life in a multicultural society. In questionnaires returned by parents during the inspection, most expressed their appreciation of the school's work. A minority said that they feel the school does not always take their views into account. The school does have an open door policy and provides parents with opportunities to express their views to senior staff and governors.
Effectiveness of the Early Years Foundation Stage
Well planned induction procedures enable children to settle quickly and happily into the Reception class. Beneficial home-school relationships are forged at this point and this helps the children's education to get off to a good start. There is good management and effective teamwork and adults have a good understanding of how young children learn. These factors all help to create a stimulating environment in which children of all abilities make progress. The nurturing ethos enables children to feel safe and secure. Learning is fun for the children. They enter into all their activities with great enthusiasm and interest and are eager to show and talk about what they can do. Good use is made of the outdoor area to promote learning through investigation and discovery. Access is limited on wet days and this reduces the number of children choosing to access the outdoor learning experiences that the school provides for the children. Careful observations of children's progress and achievements help staff to plan activities tailored to their learning needs, with appropriate levels of challenge and interest. Additional learning needs are identified promptly, enabling children who require it to be given additional support. Children progress well and leave Reception with positive attitudes to learning and with skill levels above typical expectations for their age group. Their smooth transition to Year 1 is managed well.
What the school should do to improve further
- Ensure that the more able children in Key Stage 1 achieve as well as they possibly can in mathematics and that the rate of progress in mathematics is consistent across the school.
- Improve outdoor provision in the Early Years Foundation Stage so that children have continuous, all-weather access to learning activities out of doors.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||2|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||1|
|The capacity to make any necessary improvements||2|
Effectiveness of the Early Years Foundation Stage
|How effective is the provision in meeting the needs of children in the EYFS?||2|
|How well do children in the EYFS achieve?||2|
|How good is the overall personal development and well-being of the children?||2|
|How effectively are children in the EYFS helped to learn and develop?||2|
|How effectively is the welfare of children in the EYFS promoted?||2|
|How effectively is provision in the EYFS led and managed?||2|
Achievement and standards
|How well do learners achieve?||2|
|The standards¹ reached by learners||1|
|How well learners make progress, taking account of any significant variations between groups of learners||2|
|How well learners with learning difficulties and/or disabilities make progress||1|
Personal development and well-being
|How good are the overall personal development and well-being of the learners?||1|
|The extent of learners' spiritual, moral, social and cultural development||1|
|The extent to which learners adopt healthy lifestyles||1|
|The extent to which learners adopt safe practices||1|
|The extent to which learners enjoy their education||1|
|The attendance of learners||1|
|The behaviour of learners||1|
|The extent to which learners make a positive contribution to the community||1|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||2|
The quality of provision
|How effective are teaching and learning in meeting the full range of learners' needs?||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||1|
|How well are learners cared for, guided and supported?||1|
Leadership and management
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||1|
|How effectively leaders and managers use challenging targets to raise standards||2|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||2|
|How well does the school contribute to community cohesion?||2|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||2|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
Text from letter to pupils explaining the findings of the inspection
Inspection of Willaston Primary School, Nantwich, CW5 6QQ
Thank you for the lovely warm welcome you gave me when I visited your school. As you know, I came to see how well the school is doing and how you are all getting on with your learning. This is what I found.
- Willaston is a good school with many outstanding features. It is run well by the headteacher and the staff and you are being given a good education.
- It is a happy school and this shows in your excellent behaviour and attendance. The staff look after you extremely well and this helps to make sure you grow up into sensible, caring young people.
- You are taught well and this helps you to make good progress. I was also very pleased to see that you all work hard and try your best in lessons. Keep up the good work!
I have asked the headteacher and the staff to continue to work with you to make sure that you all do as well as you possibly can in mathematics, particularly those children in Key Stage 1. I have also asked them to work on improving the outdoor area in the Reception class so that children may take part in activities out of doors, whatever the weather may be like.
With my very best wishes for the future.