Willowdown Primary School, located in Bridgwater, underwent an inspection on May 4 and 5, 2023, and received an overall effectiveness rating of requires improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as requiring improvement. This follows a previous inspection in May 2021, which also resulted in a requires improvement rating.
The inspection revealed that pupils do not receive a sufficiently high quality of education, although school leaders are actively working to address this issue. A new curriculum has been introduced, aiming to raise expectations for student achievement. Early signs indicate that pupils are beginning to learn more successfully as a result of these changes. However, there are still significant gaps in knowledge, particularly among older pupils, which affects their preparedness for future educational stages.
Pupils expressed that there are adults available to listen to their concerns, but they lack confidence in staff to effectively handle bullying and behavioral issues. This has led to worries about bullying among students, a sentiment echoed by parents. While leaders have clarified expectations for behavior through the 'Willowdown Way' initiative, which emphasizes being ready, respectful, and safe, some pupils still report that disruptive behavior persists in the classroom.
Despite these challenges, pupils enjoy forming friendships and appreciate the extracurricular activities offered, such as football, chess, and choir. They also benefit from mindfulness and yoga sessions, which contribute positively to their well-being. Special events like Shakespeare week and storytime evenings are well-received and enhance the school experience.
The school has experienced significant staffing changes, with many leaders new to their roles. Collaboration with the multi-academy trust is ongoing, and there is a shared understanding that improvements in educational quality are necessary. However, it is too early to assess the full impact of these changes.
The curriculum is designed to cover a broad range of subjects and build knowledge progressively from early years. Teachers demonstrate secure subject knowledge and employ effective strategies to facilitate learning. While some pupils can articulate their understanding in subjects like science and art, many struggle to retain information across the curriculum, leading to knowledge gaps.
Improvements have been made to outdoor spaces for early years children, and there is a consistent approach to teaching early reading. Pupils engage enthusiastically with reading, although some lack the vocabulary needed for in-depth discussions about their reading material.
Support for pupils with special educational needs and disabilities is in place, with tailored assistance in subjects like mathematics. However, parents are not sufficiently involved in the target-setting process for their children, which limits the effectiveness of support.
The behavior system has seen thoughtful changes, and while there are reports of improvement, disruptions to learning still occur. The pastoral team effectively engages with families to enhance attendance and provide individual support.
Communication with parents remains a challenge, with some expressing concerns about behavior, staffing changes, and bullying. Governors need to enhance their oversight of school leadership to ensure accountability for educational quality.
The safeguarding arrangements at the school are effective, with staff trained to recognize and respond to signs of abuse. Leaders maintain detailed records and collaborate with external agencies to support vulnerable families.
To improve, the school must ensure the effective implementation of the new curriculum to address knowledge gaps and enhance pupil learning. Establishing a consistently positive behavior culture is essential, as is improving communication with parents to foster collaboration in supporting their children's education. Additionally, governors must hold school leaders accountable for the quality of education provided to pupils.
