Great Whelnetham Church of England Primary School, located in Bury St. Edmunds, was inspected on October 11 and 12, 2023. The school has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This is the first inspection under section five of the Education Act 2005 since the school converted to an academy in October 2019. The head of school is Bobby Varela, and the school is part of the All Saints Schools Trust, overseen by CEO Melanie Barrow and a board of trustees chaired by James Hargrave.
Pupils at Great Whelnetham enjoy attending school and feel happy and safe. They express excitement about their learning, particularly in reading. From the outset, pupils are encouraged to nurture, grow, and succeed together, which fosters a positive learning environment. Most pupils achieve well, although the quality of written work in subjects other than English varies. Respectful interactions among pupils and between pupils and adults are evident, with most pupils behaving well during lessons. Some require gentle reminders to maintain focus, but overall, learning proceeds with minimal disruption.
The school promotes independence and confidence in pupils, encouraging them to embrace new challenges both in and out of the classroom. A variety of extracurricular activities, including sports, dance, and choir clubs, are available, allowing pupils to explore their interests and develop their talents. Educational trips and visits enhance the relevance of learning and provide new experiences. Leadership roles, such as school council members and eco-leaders, are embraced by pupils, contributing to their sense of responsibility.
The curriculum at Great Whelnetham is broad and ambitious, embedding the school’s values. Teachers select books that complement the topics studied, promoting a love of reading. Early years pupils receive strong foundational reading instruction from staff trained in phonics, with interactive opportunities to engage with phonics concepts. Regular practice and careful progress monitoring ensure that pupils who struggle with reading receive timely support.
While the school has identified learning objectives across various subjects, the quality of writing in foundation subjects does not consistently match the high standards seen in English. This inconsistency means that pupils may not fully demonstrate their knowledge across all subjects, particularly disadvantaged pupils. The school effectively supports pupils with special educational needs and disabilities, ensuring they can access the full curriculum. Staff promptly identify specific learning needs and implement appropriate classroom support, leading to good outcomes, especially in reading and mathematics.
Pupils engage in activities that prepare them for future life, including entrepreneurial projects and discussions with local professionals. They learn about democracy through voting for council representatives and explore diverse cultures and faiths through rich literature. Positive social interactions are observed during playtime, and most pupils actively contribute ideas in lessons, with only a few needing encouragement.
Leaders have made significant efforts to improve attendance, providing proactive support to families. Pupils positively impact the local community through various initiatives, including visits to care homes and fundraising activities. Staff well-being is prioritized, with regular opportunities for discussion and manageable workloads. Trust leaders maintain a close understanding of the school, ensuring that leadership actions benefit the pupils. Overall, the school demonstrates a commitment to continuous improvement and effective safeguarding practices.
