Wolviston Primary School
Headteacher: Ms Maria Carlton
reveal email address
School holidays for Wolviston Primary School via Stockton-on-Tees council
105 pupils capacity: 129% full
60 boys 44%
75 girls 56%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 445141, Northing: 525607
- GPS coordinates
- Latitude: 54.624, Longitude: -1.3024
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 25, 2014
- Region › Const. › Ward
- North East › Stockton North › Northern Parishes
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles The Queen's School TS232BU
- 0.6 miles St Paul's Roman Catholic Voluntary Aided Primary School TS225LU (236 pupils)
- 0.6 miles Northfield School and Sports College TS225EG (1374 pupils)
- 0.6 miles Ash Trees School TS232BU (123 pupils)
- 0.6 miles Ash Trees School TS232BU
- 0.7 miles Bishopton Centre TS233QJ (32 pupils)
- 0.7 miles Prior's Mill Church of England Controlled Primary School, Billingham TS225BX (531 pupils)
- 0.8 miles Our Lady of the Most Holy Rosary RC Primary School TS232BS (198 pupils)
- 0.8 miles Rievaulx School TS232BH
- 1 mile Billingham Campus School TS233HB
- 1 mile Bede College TS233ER
- 1.1 mile Low Grange Junior School TS233NS
- 1.1 mile Oakdene Primary School TS233NR (261 pupils)
- 1.2 mile Roseberry Junior School TS232HJ
- 1.2 mile Low Grange Infant School TS233EQ
- 1.2 mile St Joseph's Roman Catholic Voluntary Aided Primary School, Billingham TS233NN (224 pupils)
- 1.2 mile Roseberry Primary School TS232HJ (480 pupils)
- 1.3 mile Roseberry Infant School TS232HE
- 1.3 mile Bewley Infant School TS233LH
- 1.4 mile Billingham Nursery School TS232PR
- 1.4 mile Bewley Junior School TS233LR
- 1.4 mile Pentland Primary School TS232RG (335 pupils)
- 1.4 mile Bewley Primary School TS233LR (466 pupils)
- 1.5 mile St Michael's Roman Catholic Voluntary Aided Comprehensive School TS233DX
Ofsted report transcript
Wolviston Primary School
The Green, Wolviston, Billingham, TS22 5LN
|Inspection dates||25–26 February 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Standards in reading and mathematics at |
While standards in other subjects are always
Teachers use their excellent knowledge to
Pupils are proud ambassadors for their
both the end of Year 2 and Year 6 have been
well-above average for a number of years.
Attainment in writing has improved so that it
is now significantly above average too. This is
because leaders and teachers have worked
hard together to improve pupils' writing skills
throughout the school.
at least good and sometimes outstanding,
they are not quite as high as in mathematics
plan work that stretches all pupils, including
the most able. Lessons are interesting and
expectations are high so that all pupils are
eager to learn. Pupils’ attitudes and work
ethic are exemplary and they make rapid
progress as a result.
school. They show high levels of care for
each other and older pupils take on active
responsibilities in the day-to-day running of
the school, for example, they sometimes lead
assemblies and also help to achieve safe play
times on a daily basis. As a result, behaviour
and safety are both outstanding.
| The curriculum is rich and vibrant. While there |
The indoor and outdoor learning environment
Parents hold the school in high regard and say
The headteacher has created a strong team of
Governors are knowledgeable and have
is a strong emphasis on literacy and numeracy
skills in all subjects, pupils also have a broad
range of other experiences which make an
excellent contribution to their wider
understanding of the world.
in the Early Years Foundation Stage is used
extremely well with a wide range of activities
that spark the interest of children.
staff are extremely approachable. As one said,
‘I wish I was still at school, it is great.’
teachers and other staff who share her
ambition that all pupils will reach the highest
possible standards. This rigorous and
determined approach has led to improvements
in the quality of teaching and raised standards
in writing so that both are now outstanding.
This has been achieved within a positive
atmosphere where staff and pupils thrive.
excellent plans in place to make sure the
school continues to improve.
Information about this inspection
- The inspector observed eight lessons taught by six teachers as well as making shorter visits to
look at pupils’ work. Some observations were carried out jointly with the headteacher.
- The inspector talked to pupils at break and dinner times, and heard others in Year 1, Year 2 and
Year 6 read.
- The views of 34 parents who responded to the online questionnaire (Parent View) were taken
into account, as well as the views of parents gained informally at the start of the school day.
- The inspector met with senior and middle leaders, teachers, members of the governing body and
a school improvement professional who works with the school.
- The school’s improvement plan and records of pupils’ achievement, records of the quality of
teaching, pupils’ behaviour and safeguarding were examined.
- Fourteen staff submitted their views via a questionnaire and the inspector took these into
|Christine Cottam, Lead inspector||Additional Inspector|
Information about this school
- Wolviston Primary is smaller than the average-sized primary school.
- The proportion of pupils known to be eligible for the pupil premium is well below the national
average. (The pupil premium is additional funding for those pupils who are known to be eligible
for free school meals, children from service families and those children that are looked after by
the local authority.)
- The vast majority of pupils are of White British heritage and speak English as their first
- The proportion of pupils supported through school action is lower than that found nationally. The
proportion of pupils supported at school action plus or with a statement of special educational
needs is similar to that found nationally.
- The school meets the government’s current floor standards, which are the minimum
expectations for pupils’ attainment and progress.
- The school has a range of awards including the Gold Artsmark, and is a UNICEF Rights
What does the school need to do to improve further?
- Increase the rates of progress in other subjects so that levels of attainment more consistently
match the very high standards seen in English and mathematics by:
making sure marking and feedback tell pupils how to improve their work to help them to reach
the next level
using information gained from marking and assessing pupils’ work to set subsequent work that
is sufficiently challenging for all groups of pupils.
|The achievement of pupils||is outstanding|
- Pupils make excellent progress because teachers have very high expectations and plan inspiring
lessons and experiences.
- Children enter the Early Years Foundation Stage with skills and abilities that are typical for their
age. They settle quickly and make rapid progress. Virtually all children reach the levels typical for
their age by the end of Reception and about half exceed them.
- This rapid progress continues throughout the school so that attainment is well-above average in
reading, writing and mathematics in all year groups. Pupils leave at the end of Year 6 with
numeracy and literacy skills that are well-above average and this ensures they are well prepared
for secondary school.
- Pupils read with fluency, expression and understanding. For example, when reading to an
inspector, a Year 6 pupil could explain the term ‘metaphorically speaking’ and a Year 1 pupil
could explain how satellite technology could control a vehicle.
- While progress in writing has been slightly slower than reading in recent years, it is rapidly
catching up, so that attainment at the end of Year 6 in 2013 was significantly higher than the
national average. All pupils also reached an above-average standard in their grammar,
punctuation and spelling test. Work in pupils’ books shows that these very high standards are
set to continue.
- The most able pupils make excellent progress so that their attainment is very high for their age.
There are examples of high achievement in all subjects. For example, pupils in a mixed Year 5
and 6 class used their mathematical skills to compare the length of shadows to the distance of
an object from the light source and made outstanding progress in their scientific understanding.
However, pupils do not always make as much progress in science and other subjects as they do
in English and mathematics because the work set in these subjects is not always as challenging
as it could be.
- Disabled pupils and those with special educational needs make excellent progress to reach
higher standards than usually found. This is because the school expects them to achieve well
and does everything it can to help them to do so.
- The number of pupils eligible for free school meals is too small to make meaningful comparisons
about their attainment in relation to their peers. However, they, too, are making excellent
progress. This demonstrates the schools absolute commitment to ensuring equality of
|The quality of teaching||is outstanding|
- Teachers prepare lessons that capture the imagination of pupils and ignite their love of learning.
Teachers are not afraid to try out new ideas, but at the same time there are extremely secure
routines and excellent planning that make sure all pupils achieve the highest possible standards,
particularly in English and mathematics.
- Teachers inspire pupils to read, teach them the skills they need and then make sure they
practise regularly with adults and on their own. A few pupils who struggle to learn to read are
given excellent support to make sure they achieve well.
- The teaching of writing is a high priority throughout the school. Excellent training has helped
teachers and their assistants to teach writing more effectively. Pupils’ writing skills are
outstanding because teachers take them through a careful process where they are able to
constantly improve their work. Lots of opportunities are provided for pupils to apply their writing
and communication skills in other subjects.
- For example, in a Year 3 and 4 information and communication technology lesson, pupils worked
in groups to produce a verbal news report on the solar system using hand-held computers. They
were able to use their writing skills to prepare their script and record their work. Their reports
were articulate, effectively organised and knowledgeable.
- Work is marked regularly and pupils are informed about what they are doing well and how to
improve in order to reach the next level. This is particularly effective in writing and mathematics.
While there are examples of effective marking in other subjects, the marking and feedback given
do not always tell pupils how to improve their work so they can reach the next level.
- There is a vibrant indoor and outdoor learning environment for children in the Early Years
Foundation Stage which is encouraging them to learn as they play. For example, children in the
Reception class were enthusiastically writing a list of objects they would need to go on an alien
hunt, linked to their topic on space travel.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. Pupils thrive in a stimulating environment where they are
able to develop their social skills by taking responsibility for themselves and each other. As a
result pupils are articulate, confident and courteous. They are justifiably proud of their school
and their achievements.
- Older pupils have opportunities to lead and set an excellent example for those who are younger.
For example, some pupils run the weekly achievement assembly. They organise the rewards for
pupils who deserve recognition for their work, behaviour or attendance.
- Children in the Early Years Foundation Stage thrive in a calm atmosphere where they are safe
and well cared for so that they develop excellent levels of confidence and social skills. They are
able to sit and listen as part of a group with an adult, but are also able to share and play
together without direct supervision.
- Pupils settle quickly to work in lessons with little need for reminders from adults. The work in
their books is presented beautifully because they want to meet their teachers’ high expectations
and take pride in their work.
- Poor behaviour is extremely rare with no exclusions for at least five years.
- All of the parents who responded to Parent View and the parents spoken to during the
inspection say that pupils behave well, that their children are happy to come to school and that
they are safe.
- The school’s work to keep pupils safe and secure is outstanding. Pupils have a good
understanding of different forms of bullying. They say that the school keeps them safe and that
they will be taken seriously if they report any concerns. Older pupils act as playground friends
and this is extremely successful in ensuring play and lunchtimes are safe and happy. As one
pupil said, ‘Everyone is nice to each other here.’
|The leadership and management||are outstanding|
- The headteacher has high expectations of herself, her staff and pupils. Her determination and
dedication are shared by all who work at the school. There has been a successful drive to
improve rates of progress in writing so that standards are now well-above average in all aspects
of English and mathematics.
- The leadership team promotes an energetic working atmosphere where there are high
expectations of pupils’ behaviour and attitudes. The school is a safe environment where
safeguarding practices are meticulous and meet statutory requirements.
- Because the school is so small, there are almost no middle leaders and so their usual roles are
taken on by senior leaders. They regularly check the quality of teaching by observing lessons
and checking the work in pupils’ books. This helps leaders to know how well individual teachers
are doing. Teachers are given precise feedback that helps them to improve. This, together with
excellent training, has helped teaching to improve so that it is now outstanding. Improvements
in achievement and teaching show that the school has an excellent capacity to continue to
- The curriculum is exciting and varied both within and outside the school day. Topics are
enhanced by visits and visitors, for example, a mobile planetarium was in school at the time of
the inspection. Pupils have many opportunities to develop their spiritual and cultural awareness
by visiting places of worship, working with artists and with a theatre group. Local villagers work
with pupils on the school allotment where they grow vegetables.
- Virtually all of the parents who responded to Parent View say they would recommend the school
to another parent.
- The primary school sport funding has been used to broaden the range of sports and increasing
participation by buying in specialist coaches from an outside organisation. It is also being used
to allow older pupils in Key Stage 2 to develop their leadership skills through sport.
- The local authority provides excellent support through the work of a school improvement adviser
who reports directly to the governing body.
- The governance of the school:
Governors hold the headteacher in high regard. They appreciate her honest and open
approach and say this allows them to support and challenge the work of the school.
Governors have an excellent knowledge of the strengths and weaknesses of the school
because they attend training, visit the school regularly, understand the information about
pupils’ achievement and ask questions that help the school to be self-critical.
Governors know how well teachers are teaching. They have high expectations, and are
involved in pay decisions to reward good and better teaching related to teachers’ appraisal.
They have taken action in the past where teaching needed to improve.
Pupil premium funding is used to provide additional support for those who need it, but also to
allow access to cultural activities, such as music lessons, for those who cannot afford to pay.
In this way governors are ensuring equality and tackling discrimination.
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 employment.
|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 Ofsted inspectors.
|Unique reference number||111534|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||135|
|Appropriate authority||The governing body|
|Chair||Mr H Beckwith|
|Headteacher||Mrs M Carlton|
|Date of previous school inspection||14 May 2009|
|Telephone number||01740 644374|
|Fax number||01740 644374|