Warmingham CofE Primary School, located in Sandbach, Cheshire, has recently undergone an inspection on September 26 and 27, 2023, resulting in an overall effectiveness rating of good. The school, led by Principal Kate Appleby, is part of the Rural Church Schools Academy Trust, which provides additional governance and support. The trust is overseen by Chair Piers Ingram Bostock and CEO Nicola Badger, who also serves as an executive headteacher for multiple schools within the trust.
The school fosters a nurturing environment where pupils feel happy and valued, viewing themselves as part of a caring community. The ethos of kindness, respect, and safety is evident among students, who actively support one another, particularly through buddy systems where older pupils mentor younger ones. From the outset in Reception, children are encouraged to express themselves and strive for high academic achievement, including those with special educational needs and disabilities. The school has high expectations for all students, and they respond positively, demonstrating enthusiasm for learning.
The atmosphere within the school is calm and conducive to learning. Pupils appreciate the supportive approach to behavior management, which fosters respect among peers. They feel cared for by staff and trust that their well-being is prioritized. The school provides numerous opportunities for personal development, allowing students to take on leadership roles such as play leaders and house captains, which promotes a sense of responsibility and community involvement.
The curriculum is well-structured, enabling pupils to build knowledge progressively from early years through to Year 6. Teachers are generally effective in delivering the curriculum, designing engaging activities that promote critical thinking and connections across subjects. However, there are instances where assessment practices could be improved, as some teachers do not consistently check for understanding before moving on to new content. This occasionally leads to misconceptions not being addressed promptly.
Reading instruction is a priority, with a phonics program implemented from the start of Reception. Staff are well-trained in delivering this program, and they identify pupils at risk of falling behind, providing timely support to ensure most become confident readers by the end of Year 2. The school also promotes a love of reading through initiatives like student-run libraries and reading sheds.
Pupils with special educational needs are identified early, and the school collaborates with various stakeholders to ensure they receive appropriate support, allowing them to progress alongside their peers. Behavior is generally positive, with pupils responding well to high expectations. While there are occasional instances of low-level disruption, teachers manage these effectively to minimize impact on learning.
The school offers a variety of extracurricular clubs and teaches pupils about different cultures and religions, fostering an understanding of diversity and respect for others. Pupils are aware of the importance of health and mental well-being, and the school emphasizes online safety for both students and parents.
The local governing committee is knowledgeable about the school and effectively supports and challenges school leaders. The school engages with staff to manage workloads, allowing them to focus on teaching. Parents express high levels of support, appreciating the school's communication regarding their children's progress, particularly for those with special educational needs.
Overall, the school has effective safeguarding arrangements in place. To improve further, the school should ensure that all teachers consistently utilize assessment strategies to monitor pupil understanding across all subjects, addressing any misconceptions promptly. This will enhance the overall learning experience and ensure that all pupils achieve their full potential.
