Willingham Primary School has been recognized as a good school following its inspection on June 14 and 15, 2023. The school demonstrates high expectations for every pupil's academic success while also prioritizing their wider development. Pupils express pride in their school and achievements, benefiting from the staff's commitment to ensuring each child succeeds. The behavior of pupils is a notable strength, with effective management strategies in place that foster a calm and orderly atmosphere throughout the school. Bullying is rare, and pupils feel safe and cared for, understanding the routines and expectations set by the staff.
The school provides a variety of experiences beyond the classroom, including trips and regular visits that enhance learning and inspire a love for education. After-school clubs are plentiful, ensuring pupils are well-prepared for their future. Leaders have focused on curriculum development, creating a well-organized and ambitious curriculum that outlines what pupils should learn from early years onward. For instance, in geography, pupils start with their local area before exploring national and global issues. However, in some subjects, the curriculum plans do not clearly connect early years learning with subsequent years.
Subject leaders effectively monitor the curriculum's implementation, identifying strengths and areas for improvement. Teachers encourage the use of ambitious vocabulary and make connections between subjects to reinforce understanding. Assessment strategies are employed successfully to gauge pupils' knowledge and adapt lessons accordingly. Reading instruction begins as soon as children join the school, with phonics taught accurately. Staff are attentive to pupils who may struggle, providing additional support to ensure they keep up. A culture of reading is fostered, with pupils regularly reading at home and sharing stories during the school day.
Transition arrangements for early years pupils are well-structured, allowing them to settle quickly. Resources are carefully selected to support the curriculum, and leaders are working to enhance outdoor learning opportunities. While most areas of learning are well-considered, some inconsistencies exist, leading to gaps in preparation for Year 1 in certain subjects. The school has made provisions for pupils with special educational needs and disabilities, ensuring they access the same curriculum as their peers. Individualized plans are created to adapt lessons and provide additional support, allowing these pupils to participate fully in school life.
Pupils respond positively to behavior promotion systems, displaying enthusiasm for learning and contributing to a cohesive school community. Leadership opportunities are available for pupils, fostering a sense of responsibility and recognition of their roles. Staff appreciate the support from leaders in managing their workload, and governors play an active role in holding school leaders accountable for improvements. The safeguarding arrangements are effective, with a culture of vigilance established to keep pupils safe. Staff are trained and aware of procedures for reporting concerns, and governors ensure compliance with recruitment procedures.
To improve, leaders need to ensure that the planned curriculum in early years clearly outlines what children will be taught, enabling effective learning transitions to Year 1. This will help develop children's knowledge and understanding across all curriculum areas. The school has shown a commitment to continuous improvement, and with the implementation of their improvement plans, it aims to enhance the educational experience for all pupils.
