Winterton Primary School and Nursery, located in Winterton-on-Sea, Norfolk, was inspected on June 20 and 21, 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behavior and attitudes, leadership and management, and early years provision. The school had not been previously inspected under section five of the Education Act 2005.
The school is described as nurturing and caring, with pupils expressing a strong sense of belonging, often referring to it as a big family. They appreciate the support from adults and feel confident that their concerns will be addressed. While older pupils have developed positive relationships with staff and make good progress, younger pupils are still adjusting to classroom routines. Staffing changes have contributed to some confusion regarding expectations, particularly in the early years and key stage one, where the curriculum is not effectively implemented. This has led to difficulties in retaining knowledge and making connections, compounded by issues of absenteeism.
Pupils demonstrate high aspirations and value the opportunities provided by the school, engaging in community activities such as litter picks and village events. They are aware of their roles as citizens and benefit from visits from local services, which enhance their learning experiences.
Trustees are committed to the school and have supported it through significant changes. However, staffing turbulence has hindered the implementation of leaders' ambitious plans. The curriculum delivery is inconsistent, and many recent improvements have yet to be fully embedded. Leaders have designed an exciting curriculum, and when implemented effectively, pupils show good progress and take pride in their work. However, in the early years and key stage one, pupils' understanding is less secure due to inadequate implementation and adaptation of the curriculum.
A new phonics scheme has been introduced, but some pupils who struggle do not receive adequate support to catch up. While pupils read widely and discuss various authors, the effectiveness of the phonics support needs improvement. Pupils with special educational needs and disabilities are well supported, with staff making necessary adaptations to ensure they access the same curriculum as their peers.
In the early years, curriculum planning is still developing, and staff do not fully understand the steps needed for children to reach the expected endpoints by the end of Reception. This has resulted in gaps in knowledge, and some children are not yet secure in routines and expectations.
Pupil behavior is generally good, although there are instances of inconsistency when temporary staff are present. Older pupils often support younger ones during playtime, fostering an inclusive environment. Despite efforts to promote good attendance, a significant number of pupils are persistently absent, leading to gaps in their knowledge.
Leaders prioritize personal development, ensuring that pupils have enriching experiences through trips and visits. The trustees are knowledgeable about the school and provide both challenge and support, contributing to strengthened leadership.
The safeguarding arrangements are effective, with staff trained to recognize signs of potential harm and understand the community context. Pupils are aware of how to stay safe, including online safety.
To improve, the school needs to ensure consistent implementation of the well-planned curriculum, particularly in foundation subjects, and address the issue of persistent absenteeism by working closely with families and agencies to enhance attendance.
