Walliscote Primary School


Name Walliscote Primary School
Website http://www.walliscote.n-somerset.sch.uk
Inspections
Ofsted Inspections
Address Walliscote Road, Weston-Super-Mare, BS23 1UY
Phone Number 01934621954
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 276 (53.6% boys 46.4% girls)
Number of Pupils per Teacher 17.8
Academy Sponsor Extend Learning Academies Network
Local Authority North Somerset
Percentage Free School Meals 35.1%
Percentage English is Not First Language 35.5%
Persistent Absence 21%
Pupils with SEN Support 6.9%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Walliscote Primary is larger than the average sized primary school.

The proportion of disabled pupils and those with special educational needs supported at school action is well above average; nearly a quarter of all pupils. The proportion supported at school action plus or who have a statement of special educational needs is also well above average. The proportion of pupils known to be eligible for support through the pupil premium is well above average.

This is additional funding for pupils eligible for free school meals, those in local authority care and those with a parent or carer in the armed services. The proportion of pupils who speak English as an additional language is above average. The school currently meets the government floor standards, which are the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. A high proportion of pupils arrive with low levels of knowledge and basic skills. The quality of teaching is typically good.

As a result, during their time at the school, pupils make good progress from their starting points. Disabled pupils and those with special educational needs and pupils supported by the pupil premium are taught well. Good quality and well-organised programmes of support help pupils to make rapid gains by the time they leave the school.

Pupils who speak English as an additional language develop their language skills well and make progress similar to their peers in reading and mathematics. Senior and middle leaders have improved their monitoring of the school’s performance. This has led to better quality teaching and has raised pupils’ academic progress.

Governors now play an active role in the life of the school. They visit regularly to check for themselves how the school is doing. They have approved actions to raise pupils’ attendance.

Good quality support and interesting lessons motivate pupils and promote their good behaviour. The very large majority of pupils, parents and carers report that pupils feel safe and cared for at school. It is not yet an outstanding school because: Occasionally teachers’ expectations are not high enough and do not challenge the most able pupils to reach higher levels of attainment.

Systems to ensure pupils act on teachers’ marking and improve their writing are not yet effective in some classes. Not all actions in the school’s various improvement plans include clear and measurable targets. Senior leaders do not always evaluate the progress of all groups and different aged classmates in their lesson observations.