Great Waltham Church of England Voluntary Controlled Primary School has been recognized as a good school following its inspection on October 4 and 5, 2022. The school promotes a positive learning environment where pupils are encouraged to shine, reflecting its motto. Students express happiness and motivation towards the engaging curriculum, which is supported by a caring atmosphere that emphasizes the values of strength and responsibility. Pupils feel safe and report that bullying is infrequent, with confidence in the ability of trusted adults to address any issues that arise. This sentiment is echoed by parents and staff.
The school has established clear routines and expectations for behavior, which pupils respond to positively. High levels of concentration and engagement are evident, as students strive to progress on the learning ladder behavior chart and earn platinum rewards. The school offers a variety of extracurricular opportunities that enhance pupils' understanding of the world, including learning about life in Kenya and participating in trips and sports competitions. Pupils demonstrate a mature understanding of their differences and commonalities with others, embodying the principle of treating others as they wish to be treated.
Leadership has ensured that the curriculum is well-structured, with clear expectations for what knowledge should be taught and when. Staff training supports the development of strong subject knowledge, enabling teachers to help pupils build on prior learning through regular recaps. As a result, pupils generally exhibit secure recall of key knowledge across most subjects. However, there are a few areas where the curriculum is less developed, leading to some inconsistencies in teaching clarity and pupils' ability to connect current learning with previously acquired vocabulary and concepts. The cycle of learning in these subjects sometimes lacks sufficient recap, affecting pupils' confidence in their knowledge.
The teaching of reading is a strong point, with staff well-trained in phonics and reading instruction. Children quickly learn the sounds necessary for reading simple words, and older pupils receive targeted support to enhance their decoding, fluency, and comprehension skills. This approach allows pupils to engage with books that match their abilities, and they enjoy the ambitious texts read to them by teachers. Vocabulary development is prioritized, with teachers explaining new words, enabling pupils to incorporate this vocabulary into their speaking and writing.
Pupils with special educational needs and disabilities are accurately identified and provided with appropriate support to ensure they can learn alongside their peers. Clear targets are set to facilitate their achievement. The Reception class benefits from a meaningful curriculum that fosters positive learning behaviors, with staff effectively relating lessons to pupils' experiences. Positive relationships among pupils and with teachers encourage independent practice and learning.
Behavior is consistently good, both in lessons and during playtime, with staff applying positive behavior reward systems effectively. Older pupils serve as role models for younger students, taking on responsibilities that they approach seriously. The school culture is rooted in values such as aspiration, integrity, and empathy, which are instilled from the start. The governing body actively monitors improvement plans, ensuring that educational quality remains a priority. Transition arrangements for the new headteacher have been thoughtfully managed, maintaining continuity for the school community.
Safeguarding arrangements are effective, with leaders diligently following up on concerns regarding pupils' well-being. Staff receive training to recognize harmful behaviors, and pupils are educated on safety both online and offline. Recruitment and training checks are rigorously monitored to ensure pupil safety. While the school excels in many areas, it must address the need for clearer curriculum progression in certain subjects to enhance pupils' confidence in their knowledge retention.
