Winmarleigh Church of England Primary School has been recognized as a good school following its inspection on January 22, 2020. The school is characterized by a nurturing and welcoming environment where both staff and pupils take pride in their community. The school’s vision, Enjoy, believe, achieve, is actively supported by the staff, who engage pupils in their learning through a diverse curriculum enriched by various trips and visits. Notably, pupils expressed enthusiasm for a recent trip to a ski center, which enhanced their understanding of the South Pole.
The school’s grounds are utilized effectively to support learning, with pupils enjoying access to a new writing shed and opportunities to grow fruits and vegetables. This hands-on experience fosters an appreciation for their rural surroundings. The leadership team is committed to ensuring that all pupils, including those with special educational needs and disabilities, receive the necessary support to achieve their potential. The school promotes kindness and respect, with initiatives such as pupil reading guardians assisting younger students and community service projects like food collection for local charities.
Pupils feel safe and supported, reporting that staff effectively address any instances of bullying. The presence of Pip, the therapy dog, adds to the supportive atmosphere. The school has made significant strides in developing its curriculum, with teachers planning lessons that build on prior knowledge and facilitate retention. In mathematics, for instance, pupils engage in various activities to explore numbers, while older students confidently tackle multiplication tables.
Despite recent staffing changes, which have introduced new subject leaders, the school is actively providing training to enhance their skills and knowledge. This professional development is crucial for maintaining high standards across the curriculum. Staff are diligent in introducing and modeling new vocabulary, ensuring that pupils grasp essential concepts in subjects like science. For example, pupils in key stage two demonstrate a solid understanding of the differences between solids, liquids, and gases.
Reading is prioritized within the curriculum, with all pupils, including those with SEND, developing confidence as readers. Regular reading sessions with adults and exposure to a variety of literature are integral to this process. However, there are challenges in matching reading books to the phonics abilities of younger pupils, which can hinder their progress. A consistent approach to phonics instruction is needed, along with training for staff to address this area effectively.
The school fosters an understanding of equality and diversity, with pupils learning about different faiths and participating in visits to places of worship. They exhibit politeness and good behavior, contributing to a positive learning environment. Staff feel valued and supported by leadership, which fosters a collaborative atmosphere among teachers, pupils, and parents.
The safeguarding arrangements at Winmarleigh are effective, with regular training ensuring that staff are aware of potential risks to pupils. The curriculum includes lessons on safety, equipping pupils with the knowledge to navigate everyday challenges. Overall, while the school demonstrates many strengths, it must focus on improving the consistency of phonics instruction and ensuring that reading materials align with pupils' learning needs to enhance their educational experience further.
