Silloth Primary School, located in Wigton, Cumbria, has maintained its outstanding status following an ungraded inspection conducted on July 9 and 10, 2024. The inspection revealed that while the school continues to provide a high-quality education, there are indications that a graded inspection might yield a different assessment if conducted at this time. The next inspection is expected to be a graded one, which will further evaluate the school's performance.
Pupils at Silloth Primary School express enjoyment in being part of the school community, appreciating the individualized attention they receive from teachers who understand their interests. The strong relationships between staff, pupils, and their families contribute to a supportive environment that fosters learning. The school emphasizes values of equality, respect, and kindness, which are evident in the behavior of the pupils. From early years, children learn to communicate effectively and take turns, while older pupils engage in community charity events, demonstrating their commitment to these values.
The school sets high expectations for pupil achievement, and students are eager to learn and participate actively in lessons. The learning environment is supportive, catering for all pupils, including those with special educational needs and disabilities. A diverse range of trips and visits enriches the curriculum, allowing pupils to develop skills such as teamwork and resilience. The school also promotes tolerance and understanding of different cultures and religions, broadening pupils' perspectives through various cultural experiences.
Silloth Primary School has made significant strides in redesigning its curriculum across many subjects, ensuring that pupils receive a broad and ambitious learning experience. However, some subjects are still in the early stages of development, leading to occasional uncertainty among teachers regarding essential knowledge and skills that pupils should acquire. This can hinder the depth of learning for some pupils, particularly in applying their knowledge in complex situations.
The school has established effective systems for identifying pupils with special educational needs, ensuring they receive timely support. All pupils follow the same ambitious curriculum, and teachers generally adapt their teaching methods to meet diverse learning needs. The phonics program is well-implemented, positively impacting pupils' reading skills from an early age. The school fosters a love of reading through carefully selected class books and regular reading activities.
While the school has mechanisms to identify gaps in pupils' learning, some areas still reflect weaknesses from previous curriculum implementations. Assessment structures help teachers identify misconceptions, but there are instances where pupils are not adequately supported in applying their knowledge. The school has high attendance expectations and collaborates with families to improve attendance rates, resulting in notable improvements.
Leadership opportunities for pupils are abundant, with roles such as play leaders and participation in school councils. Pupils engage in discussions about local and global issues, enhancing their understanding of the world. The governing body is well-informed about the school's needs and has taken steps to ensure that the curriculum prepares pupils for secondary education.
Staff members feel supported in their roles, with the school considering their workload and well-being while implementing curriculum changes. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, Silloth Primary School continues to provide a nurturing and enriching educational experience, with areas identified for further improvement to enhance the quality of education for all pupils.
