Finchampstead C of E VA Primary School, located in Wokingham, Berkshire, has been inspected and maintains its overall judgement of good. The inspection, conducted on 27 March 2024, highlighted that while the school has positive attributes, there are areas that require improvement. The school fosters an environment of tolerance, respect, and personal development, which is appreciated by both pupils and parents. Pupils enjoy attending school, forming positive relationships with staff, and feel well cared for. The school has high expectations for all pupils, including those who are disadvantaged or have special educational needs and disabilities. However, inconsistencies in teaching practices have led to variable learning outcomes for some pupils.
Behaviour expectations are generally met, with most pupils displaying positive conduct that aligns with the school's ethos of collaboration. Although instances of disruptive behaviour occur, staff manage these situations effectively. The school has made progress in reducing bullying incidents, although pupils are sometimes unclear about the actions taken to address such issues. The curriculum is enriched through various trips and extracurricular activities, which pupils actively participate in.
The school provides a rich curriculum, with staff identifying and sequencing essential learning from Reception to Year 6. This approach supports pupils in building knowledge over time. However, discrepancies in the mathematics curriculum between key stages 1 and 2 hinder some pupils' ability to recall previous learning consistently. Additionally, not all staff adhere closely to the planned curriculum, resulting in missed content. While most staff possess strong subject knowledge, the development of pupils' understanding is not always effectively monitored, leading to some misconceptions going unaddressed.
Reading is a significant focus at the school, with efforts made to instill a love for reading among pupils. The school has a structured approach to teaching reading from the early years, although the implementation of this teaching can be inconsistent. Support is provided for pupils needing additional help, ensuring timely interventions are in place.
Pupils generally exhibit respectful and kind behaviour, with staff following clear procedures to promote positive conduct. Some concerns regarding behaviour persist among a small number of pupils and parents, but leaders are proactive in addressing these issues. Attendance is improving overall, but the school needs to enhance its strategies for tracking and supporting the attendance of disadvantaged pupils and those with special educational needs.
The school promotes broader development, helping pupils understand spirituality and their role in the wider world. Life skills lessons prepare pupils for future challenges, covering topics such as relationships and financial management. Leaders are committed to providing quality education, but the school's self-evaluation lacks precision, which can hinder the identification of strengths and areas for development. Staff generally feel supported, although some decisions have led to increased workloads.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of all pupils. To improve, the school must ensure consistent implementation of the curriculum and provide staff with the necessary training to enhance their subject knowledge and teaching practices. Additionally, the school needs to strengthen its attendance improvement strategies to ensure all pupils, particularly those with additional needs, attend regularly and benefit from their education. Overall, while the school demonstrates many strengths, focused efforts are required to address the identified areas for improvement.
