Ofsted conducted a monitoring inspection of Whitehouse Primary School on November 9, 2023, following its previous inspection in July 2022, which identified serious weaknesses. The purpose of this monitoring inspection was to assess the progress made by the school since the last graded inspection. The inspection involved discussions with the interim headteacher, senior leaders, the chief executive officer of the supporting multi-academy trust, and members of the interim executive board. The inspector reviewed various documents, including the school’s single central record, behavior logs, and lesson observations, and engaged with pupils and staff to gather insights into the school’s current state.
The inspection revealed that while progress has been made, further work is required for the school to no longer be classified as having serious weaknesses. Since the last inspection, there have been significant changes in leadership, including the appointment of an interim headteacher and a new assistant headteacher. The governing body was replaced by an interim executive board, which has provided robust accountability and strategic leadership. The previous acting headteacher initiated changes to improve pupil behavior, and the current leadership has continued these efforts.
The focus of the inspection was primarily on pupil behavior and attitudes, as this was a key area of concern in the previous inspection. The school has implemented a new relational and behavior policy that outlines clear steps for addressing inappropriate behavior. This policy has been applied consistently, leading to improvements in pupil behavior. Staff and pupils reported a positive shift in the school environment, with lessons being calm and conducive to learning. Pupils now feel safe and enjoy their time at school, participating in games during break times and engaging in reflection time to consider their choices.
In collaboration with the local authority and the multi-academy trust, the school has developed a tracker to assess the needs of vulnerable pupils. The leadership team ensures that behavioral incidents are logged appropriately and that support is tailored to individual pupils. While there has been a reduction in significant behavioral incidents, there is still work to be done to foster positive attitudes towards learning. Some pupils remain disengaged during lessons, indicating a need for continued focus on engagement strategies.
The school has also made strides in supporting pupils with special educational needs and disabilities. The special educational needs coordinator works closely with teachers to identify and address the needs of all pupils. Classrooms are equipped with resources to minimize distractions, contributing to a decrease in behavioral incidents. Most pupils with special educational needs are taught alongside their peers and have access to the same curriculum, although further adaptation of the new curriculum is necessary to meet the diverse needs of all students.
A new program for personal, social, and health education has been implemented, providing a structured approach to essential knowledge for pupils. This program is informed by ongoing discussions among leaders and aims to enhance the consistency of provision across the school. The improvements observed are attributed to the continued support from the local authority and the multi-academy trust, which has facilitated detailed improvement planning and prioritized behavior management.
The interim executive board continues to work in partnership with the local authority and the multi-academy trust to fulfill its responsibilities. Overall, while significant progress has been made in addressing the issues identified in the previous inspection, ongoing efforts are required to ensure that the school meets the necessary standards for effectiveness and to further enhance the educational experience for all pupils.
