Wessex Primary School, located in Maidenhead, Berkshire, underwent an inspection on April 19 and 20, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education, behaviour and attitudes, leadership and management, and early years provision were all rated as Requires Improvement, while personal development received a Good rating. The previous inspection in February 2020 had rated the school as Good, indicating a decline in performance.
Pupils at Wessex Primary School express enjoyment in their time at school, highlighting the friendships they form and the outdoor spaces available for play. The school promotes a positive culture, with pupils and adults demonstrating politeness and care for one another. Leadership opportunities, such as well-being ambassadors and eco-leaders, motivate students, and various clubs encourage the development of new skills. However, despite these positive aspects, there are significant areas needing improvement, particularly in raising academic and behavioural expectations. Many pupils are not achieving full literacy and numeracy by the end of Year 6, and attendance issues persist.
While most pupils generally behave well and show respect, there are instances in lessons where adults do not consistently enforce rules, leading to missed learning opportunities. The newly appointed headteacher has quickly identified areas for improvement and is working with leaders to implement changes. However, the pace of change has been slow since the last inspection, partly due to challenges posed by the COVID-19 pandemic and leadership transitions.
Governors have focused on financial priorities and recruitment, which has limited their capacity to challenge the school’s improvement priorities effectively. They recognize the need for greater accountability regarding the quality of education. The curriculum currently lacks ambition in some areas, and early years provision does not adequately support children’s learning. This has resulted in difficulties for teachers in determining appropriate teaching activities.
Encouragingly, there are strengths in early reading and mathematics, with a new phonics program introduced to improve teaching. However, implementation has taken longer than expected, and many pupils are not progressing in reading as quickly as needed. Teachers are becoming more consistent in assessing pupils' understanding, particularly in mathematics, where daily recall practices are being utilized.
The leadership for pupils with special educational needs and disabilities has improved, with better identification and support in place. The school has established systems to address attendance issues, but these have yet to yield the desired results. Behaviour expectations are not consistently applied across all classes, leading to interruptions in learning.
Pupils demonstrate acceptance and understanding of diversity, showing respect for different backgrounds and religions. The safeguarding arrangements at Wessex are effective, with a strong culture in place. Leaders have implemented an online recording system for safeguarding concerns, ensuring thorough documentation and communication regarding pupil welfare.
To improve, the school must address curriculum weaknesses to ensure that knowledge builds cumulatively across year groups. The early years environment needs enhancement to support curriculum delivery effectively. Consistency in behaviour expectations and routines is essential to minimize off-task behaviour in lessons. Additionally, governors must enhance their accountability measures to ensure that leaders are held responsible for the quality of education provided to pupils.
