Wistanstow C of E Primary School, located in Craven Arms, Shropshire, underwent an inspection on October 8 and 9, 2024. The inspection revealed that the quality of education requires improvement, while behavior and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were also found to require improvement. The school has experienced a decline from its previous inspection grade of good.
Pupils at Wistanstow are enthusiastic and take pride in attending this small village school, where they form lasting friendships that contribute to a strong sense of security and belonging. Regular attendance and good behavior are evident, with pupils starting their day with smiles and laughter. However, the school has historically set low expectations for academic achievement, although there are signs of improvement as expectations are rising and changes are being implemented. The curriculum has been revised to enhance pupils' knowledge, but its inconsistent delivery has hindered its effectiveness. Recent improvements have yet to significantly impact pupils' knowledge, particularly for those with special educational needs and disabilities, who are not making sufficient progress to prepare them for secondary school.
Pupils demonstrate an understanding of the school's values and actively practice them, showing generosity towards each other and the local community through support for local charities. They also enjoy participating in extracurricular activities, particularly in sports, where the netball team's achievements have notably boosted their confidence and self-esteem.
The school has made strides in revising its curriculum, with staff identifying essential knowledge for pupils to learn and ensuring logical progression over time. However, not all subjects have been fully integrated into the new curriculum. Staff development is ongoing, but variations in expertise among teachers affect the quality of instruction. In some instances, explanations and tasks do not effectively facilitate learning, leading to insufficient opportunities for pupils to practice new skills. Consequently, the curriculum has not yet resulted in pupils retaining knowledge across subjects.
The school identifies pupils struggling with the curriculum, including those with SEND, who participate in lessons and access a broad range of subjects. However, the curriculum is not always adapted adequately to support these pupils' learning needs, resulting in inconsistent progress. Reading is prioritized, with daily phonics lessons for early learners, but there are discrepancies in the delivery of the phonics program, affecting some pupils' reading fluency.
Monitoring the impact of the revised curriculum on pupils' knowledge is not yet effectively established, making it challenging for leadership to identify and address gaps in learning. The school's expectations for pupil behavior are clear, and pupils appreciate their involvement in establishing classroom rules, contributing to a calm and purposeful learning environment.
The school has undergone significant changes since the last inspection, with a clear vision for improvement that staff are enthusiastic about realizing. Most parents recognize the positive changes, although further engagement is needed to ensure all parents feel included in the improvement process. Safeguarding arrangements are effective, ensuring a safe environment for pupils.
To improve, the school must address variations in staff expertise to ensure consistent and effective teaching across the curriculum. Additionally, support for pupils with SEND needs to be strengthened to facilitate their progress. The school should also enhance its monitoring approach to quickly identify and address gaps in pupils' learning, ensuring all pupils achieve their potential.
