John Wilkinson Primary School and Nursery, located in Broseley, Shropshire, was inspected on March 5 and 6, 2024. The overall effectiveness of the school is rated as requiring improvement, a significant decline from its previous outstanding rating twelve years ago. The quality of education is also rated as requiring improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision are all rated as good.
Since the appointment of the new headteacher, there has been a noticeable increase in expectations for both pupils and staff. The staff now hold high ambitions for all students, including those who are disadvantaged or have special educational needs and disabilities. However, the school has struggled to ensure that pupils achieve well, leading to a decline in educational standards. New leadership has introduced effective strategies aimed at reversing this trend, and early signs indicate a positive impact on pupils' learning.
Pupils at John Wilkinson Primary School are described as welcoming, friendly, and eager to learn. They enjoy attending school and actively engage in their lessons. The school environment is calm and orderly, with respectful relationships between adults and pupils. Behaviour is generally good, and pupils feel confident that any issues will be addressed promptly by their teachers.
The school offers a strong personal development program, providing a variety of activities that enhance pupils' interests and personalities. These include trips, visits, external visitors, sporting competitions, and assemblies, all of which are highly valued by the students.
Despite the positive aspects, the school faces challenges in its educational provision. New leaders have made significant changes to improve the school, including the introduction of a broad and balanced curriculum that is ambitious for all pupils. However, some subjects are still in the early stages of development, and there are gaps in older pupils' learning due to previous weaknesses in the curriculum design. Leaders are aware of these gaps and are working to address them, but inconsistencies remain in how teachers assess and adapt their teaching to meet pupils' needs, particularly in mathematics.
Reading is prioritized, and the phonics scheme is effectively helping pupils improve their reading fluency. Most pupils are reading at an age-appropriate level, and those who struggle receive adequate support. Daily reading sessions and story time are enjoyed by the pupils.
Support for pupils with special educational needs is generally well organized, with effective systems in place to identify and assist those who require extra help. However, there are instances where staff may intervene too quickly, hindering pupils' learning progress.
In the early years, children settle well and are supported in becoming accustomed to daily routines. The curriculum is structured to provide a strong start, although there are times when children are not advanced to new learning as quickly as they could be, which can slow their progress.
The school promotes wider development effectively, offering numerous opportunities for pupils to extend their learning beyond the classroom. They participate in various clubs, trips, and leadership roles, which contribute to their understanding of values such as respect and responsibility.
Senior leaders have a clear understanding of the school's strengths and weaknesses and are working collaboratively to implement new strategies for improvement. While it is too early to assess the full impact of these changes, staff support the new leadership and appreciate their consideration of well-being and workload. Parents express satisfaction with the school's pastoral support and many would recommend it to others.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve further, the school needs to clarify the knowledge and skills expected in the curriculum, ensure consistent use of assessment by all teachers, and enhance the ability of staff to adapt teaching to meet the diverse needs of pupils.
