Weyford Nursery and Primary Academy, located in Bordon, Hampshire, underwent an inspection on October 10 and 11, 2023. The overall effectiveness of the school was rated as requiring improvement, with similar ratings for the quality of education, behavior and attitudes, and leadership and management. However, personal development and early years provision were rated as good. The school, which is part of the University of Chichester Multi-Academy Trust, is led by headteacher Chris James and overseen by CEO Jennese Alozie and chair of trustees Jane Longmore.
Pupils at Weyford are generally happy and feel safe in an inclusive environment. They are aware of the school’s values, which emphasize respect, kindness, and teamwork, and they strive to embody the motto of working together for excellence. The school offers a variety of extracurricular activities, including clubs, trips, and musical opportunities, which pupils appreciate. The curriculum has been recently revised to set higher expectations for students, but its implementation is gradual, leading to some pupils not achieving their full potential yet. The early years foundation stage is noted for providing a strong start for children.
While many students engage positively in lessons, some exhibit behavior that disrupts the learning environment. Staff have begun to implement changes in behavior management, focusing on collaboration with pupils and their families to foster better behavior. This initiative is contributing to an improved atmosphere within the school.
The curriculum is well-structured, detailing essential knowledge, skills, and vocabulary for pupils. However, the recent nature of these changes means that teachers are still refining their instructional methods across various subjects. Some educators require additional support to ensure that all students achieve their potential. The school has not consistently monitored the impact of its educational provisions on student learning.
The effectiveness of the new curriculum is not yet uniformly reflected in students' learning experiences. There are gaps in knowledge retention, particularly in reading and history, which hinder overall achievement. Conversely, adaptations for students with special educational needs and disabilities in English and mathematics are appropriately implemented.
Although reading is prioritized, the early reading program lacks consistent delivery, with some teachers not adequately checking pupil engagement and understanding. While younger pupils receive necessary reading support, older students who struggle with reading do not always receive timely assistance.
In the early years, children adapt well to school life, achieving commendably and quickly settling into routines. Parents recognize and appreciate the support provided during this transition. Staff conduct careful observations to assess each child's learning and use this information to guide their development.
Behavioral issues among some pupils can disrupt the learning of others, occasionally causing discomfort. Recent changes in behavior management have led to increased support for those in need, with staff receiving additional training and collaborating with external agencies to enhance pastoral care. A more consistent approach to behavior management is developing and beginning to show positive results.
The school has expanded the range of clubs available to pupils, which is well-received by both students and parents. However, some pupils, particularly those from disadvantaged backgrounds, have yet to fully engage with these opportunities. The school fosters an environment of equality and community awareness, as evidenced by initiatives like food bank collections.
The trust overseeing the school demonstrates effective strategic oversight, with clear plans for improving achievement and behavior. Parents have noted positive changes, highlighting the caring nature of the staff and improvements in the curriculum. The safeguarding arrangements at the school are deemed effective, ensuring the safety and well-being of all pupils. To enhance its performance, the school must focus on robust monitoring of new policies and ensure effective curriculum delivery, particularly in reading, while continuing to support staff in managing pupil behavior consistently.
