Willow Bank Primary School, located in Thamesmead, London, underwent an inspection on April 25 and 26, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education also receiving a similar rating. However, the school demonstrated strengths in behavior and attitudes, personal development, leadership and management, and early years provision, all of which were rated as good.
The school is described as nurturing, providing a safe and happy environment for children from the early years onward. Despite a decline in performance since the last inspection, the new leadership team has made significant efforts to enhance various aspects of the school's operations. Pupils generally enjoy their time at school and feel secure.
Leaders have prioritized improvements in reading, writing, and mathematics, where pupils are learning the curriculum effectively. However, there is still work to be done to ensure that all pupils achieve equally well across the broader curriculum. The school environment is calm and orderly, with pupils focused on their work and motivated by a system of house points for good behavior. From early years, children are taught essential social skills such as sharing and taking turns.
Pupils take on various responsibilities, including roles as reading and attendance ambassadors, and older students assist younger ones during lunchtime. The school has faced challenges due to significant leadership changes and disruptions from the COVID-19 pandemic, which have impacted the development of some curriculum subjects. The new leadership team is aware of the necessary steps to improve learning across the curriculum, although some changes are still in the early stages.
In the early years, teachers effectively assess children's starting points and build on their existing knowledge. However, the assessment of older pupils is less effective, leading to gaps in their understanding. While improvements have been made in mathematics and writing, other subjects require further development to ensure coherent delivery of the curriculum.
Leaders have successfully implemented effective teaching of early reading and phonics, ensuring that all pupils, including those with special educational needs and disabilities, acquire the skills needed for fluent reading. Staff are well-trained in teaching reading, and the school provides opportunities for parents to engage in their children's reading development.
Support for pupils with special educational needs is prompt and thoughtful, helping them manage their emotions and access the curriculum. However, there are instances where the work set for these pupils is not adequately tailored to their needs, resulting in some knowledge gaps.
The school has made strides in promoting positive behavior, with both pupils and teachers noting the effectiveness of recent changes. Attendance rates have also improved significantly. From early years onward, pupils receive education on relationships, health, and well-being, alongside learning about diverse cultures and beliefs.
The new headteacher and leadership team have made notable improvements since their appointment, providing strong support for staff training and professional development. Communication from leaders is clear, and staff feel their workload is considered. The safeguarding arrangements at the school are effective, with clear systems in place for reporting concerns and regular training for staff.
To improve further, the school needs to ensure that all pupils with special educational needs complete their assigned work and that teachers systematically check pupils' understanding to address knowledge gaps. Overall, while the school has made progress, continued efforts are necessary to enhance the quality of education and ensure all pupils achieve their potential.
