Elm Road Primary School in Wisbech, Cambridgeshire, has been inspected and continues to be recognized as a good school. The headteacher, Chris Venables, leads the school, which is part of The Elliot Foundation Academies Trust. The trust is overseen by CEO Hugh Greenway and a board of trustees chaired by Tim Coulson, with regional director Caroline Oliver responsible for the school.
The school environment is nurturing and inclusive, with pupils arriving happily each day. The diverse community includes many students who speak English as an additional language. The pupils are friendly and welcoming, valuing their differences. Adults at the school maintain high expectations for both achievement and behavior, and pupils respond positively, thriving on praise and recognition during weekly assemblies. They strive to embody the school’s values, such as compassion and determination.
Relationships within the school are characterized by warmth and respect, contributing to good behavior among pupils. They understand the expectations of being ‘ready, respectful, safe,’ although a small number of pupils may struggle to meet these standards. The school provides effective support for these students, helping them manage their feelings and behavior. Pupils also engage in a variety of extracurricular activities, enhancing their learning through experiences such as residential trips and historical encounters.
The curriculum at Elm Road Primary School is broad, balanced, and ambitious, designed to break down learning into manageable steps. This approach allows pupils to build on their existing knowledge and secure their learning over time. In the early years, there is a strong emphasis on language development, particularly in mathematics, where children learn essential vocabulary related to numbers.
Teachers effectively explain new concepts and frequently revisit previous learning to reinforce retention. They ensure that pupils acquire the necessary subject-specific vocabulary. For instance, Year 6 pupils learn about historical topics such as the slave trade, which includes understanding the movement of goods and ammunition. Assessment methods, including questioning and quizzes, help teachers gauge pupil understanding and adjust their teaching accordingly. However, some subjects lack precise expectations for what pupils should know by the end of a topic, which can lead to gaps in knowledge.
Reading is prioritized, with well-stocked libraries and class book corners. Teachers foster a love of reading by sharing high-quality literature. Daily phonics lessons in the early years support the development of early reading skills, with targeted assistance for those who struggle.
Pupils demonstrate positive attitudes toward learning, adhering to classroom routines and expectations. Attendance is high, and the school addresses any attendance concerns sensitively yet firmly. Although some pupils previously underachieved, the school has made significant improvements in reading, writing, and mathematics, with noticeable enhancements in the quality of writing in English lessons. Nonetheless, inconsistencies in expectations for written work across subjects remain a challenge.
The school has refined its systems for identifying pupils with special educational needs and disabilities, ensuring that they can access the same curriculum as their peers. With appropriate support, these pupils make good progress. Additionally, the school offers a range of wider opportunities, including music lessons and trips to cultural events, which prepare pupils well for their future lives.
Trust leaders have a clear understanding of the school’s priorities and areas for improvement, providing necessary support. Staff feel valued and describe a supportive culture that considers their workload and well-being. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school is committed to continuous improvement, focusing on refining its curriculum and maintaining high expectations for all pupils.
