King William Street Church of England Primary School in Swindon, Wiltshire, underwent an inspection on 15-16 October 2019, resulting in an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at King William Street feel welcomed and included, expressing that they feel safe and cared for by the staff. Positive relationships are evident, with pupils showing respect for their classmates and teachers. Although instances of bullying occur occasionally, they are addressed promptly by the staff. The school promotes a culture of good behaviour, leading to rare incidents of poor conduct. Pupils appreciate the support available for any worries they may have.
Social interactions among pupils are positive, and they enjoy taking on additional responsibilities, such as peer mediation, which enhances their moral and social skills. The school emphasizes the importance of living out Christian values, encouraging pupils to make a positive impact in their community and society.
The leadership team and staff are dedicated to the success of their pupils, maintaining high expectations for achievement in core subjects like English, mathematics, and science. Teachers engage pupils with interesting lessons, and educational visits and discussions on current affairs further enrich their learning experience.
The headteacher and staff focus on the right areas for improvement, ensuring continuous development within the school. High-quality training has enhanced staff knowledge and skills, contributing to the good quality of education provided. Staff morale is high, as they feel supported and valued.
In early years, leaders effectively develop children's language skills, fostering confidence and independence. Pupils demonstrate strong reading abilities, thanks to effective phonics instruction in the early years. Those who struggle with reading receive timely support to help them catch up with their peers. Pupils in key stage two enjoy reading and discussing books, fostering a love for literature.
Teachers are committed to supporting pupils with special educational needs and disabilities, ensuring their needs are met through tailored support plans. This inclusive approach allows these pupils to access the full curriculum and learn effectively.
The school has made strides in improving its science curriculum, ensuring a coherent progression of knowledge and skills. However, the planning in some foundation subjects, such as geography, requires further development to ensure a consistent and ambitious curriculum across all subjects.
In mathematics, pupils learn effectively, with teachers revisiting prior knowledge to enhance understanding. However, there is a need for teachers to utilize assessment information more effectively in some foundation subjects to ensure that the work is consistently challenging.
Pupils demonstrate an understanding of health and well-being, recognizing the importance of nutrition, exercise, and mental health. They enjoy a variety of extracurricular clubs, contributing to their overall development.
The safeguarding arrangements at the school are effective, with clear systems in place for reporting concerns. Staff are well-trained and diligent in applying safeguarding protocols, ensuring the safety of all pupils.
To further improve, the school needs to enhance the coherence and ambition of its curriculum in foundation subjects and ensure that assessment is used effectively to plan challenging work for all pupils.
