Wheatlands Primary School, located in Redcar, North Yorkshire, has been recognized as a good school following its inspection on July 13 and 14, 2022. The school is characterized by its inclusive and welcoming environment where pupils thrive. Students are noted for their politeness, hard work, and pride in their uniforms. They exhibit positive attitudes towards learning and understand the behavioral expectations set by the staff, who maintain high standards and clear rules. Teachers are perceived as fair and respectful, fostering a supportive atmosphere.
Pupils are educated on the importance of friendship and the characteristics of healthy relationships. They demonstrate respect for diverse groups protected by law and feel safe within the school environment. Incidents of bullying or unacceptable behavior are rare, and when they do occur, they are addressed promptly and effectively by the staff. The school promotes values encapsulated in the ‘Wheatlands Promise,’ which emphasizes kindness, caring, resilience, and respect.
Students take on various roles and responsibilities enthusiastically, such as librarians, science ambassadors, and school councillors. They engage in extracurricular activities, including choir, dancing, and craft clubs, and participate in educational trips, enhancing their learning experiences. Most parents and carers express appreciation for the education their children receive.
The leadership team, including staff and governors, is committed to continuous improvement. Subject leaders have developed a curriculum that is engaging and meets the needs of all learners. Teachers inspire students through creative lesson content, although there are areas for improvement. The curriculum knowledge is not always broken down sufficiently, particularly in foundation subjects like design and technology and music, which can hinder pupils' retention of information.
Leaders have established clear expectations for learning across year groups and key stages. Teachers regularly assess pupil progress and adjust lesson content to provide appropriate challenges. However, the approach to differentiation varies among teachers, and the curriculum does not consistently stretch the most able pupils.
The school ensures a strong foundation for early learners, with effective collaboration between subject leaders and early years staff. Children are well-prepared for the national curriculum, demonstrating knowledge in subjects like history and mathematics. They develop secure language and communication skills, which support their phonics learning in Reception. The phonics program is delivered effectively, and pupils read with enthusiasm and confidence.
Pupils with special educational needs and disabilities have access to the same curriculum as their peers, with appropriate support provided by the SENCo. This helps many overcome barriers to learning. The school also offers a range of experiences outside the classroom, such as eco-initiatives and organized games during break times, preparing pupils for secondary education and life in modern Britain.
The governance structure is strong, with trustees and governors possessing relevant skills and supporting the headteacher in her improvement efforts. Staff morale is high, and there are opportunities for professional development through networking within the multi-academy trust.
Safeguarding measures are effective, with a strong culture of safety in place. Staff receive regular training and act promptly on concerns. The curriculum includes lessons on safety and peer-on-peer abuse, ensuring pupils know how to report issues.
To improve, the school needs to refine its curriculum plans to ensure essential knowledge is clearly mapped out, particularly in foundation subjects. Additionally, the curriculum should be more ambitious for all pupils, especially the most able, to enhance their learning experiences.