|Name||Worle Village Primary School|
|Address||Church Road, Worle, Weston-super-Mare, BS22 9EJ|
|Religious Character||Does Not Apply|
|Number of Pupils||182 (53.8% boys 46.2% girls)|
|Number of Pupils per Teacher||20.9|
|Academy Sponsor||Kaleidoscope Multi Academy Trust|
|Local Authority||North Somerset|
|Percentage Free School Meals||18.1%|
|Percentage English is Not First Language||2.7%|
|Pupils with SEN Support||17.6%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school is smaller than the average-sized primary school. The great majority of pupils are of White British heritage and the proportion of pupils who speak English as an additional language is very low.
The proportion of disabled pupils and those who have special educational needs is below the national average. The proportion of disadvantaged pupils who are eligible for pupil premium funding is below average. The pupil premium is additional government funding to support pupils known to be eligible for free school meals and those who are looked after by the local authority.
The Reception class provides full-time early years provision. Most other pupils are taught in single-age classes. Just over two years ago, the previous first school was redesignated as Worle Village Primary School to cater for pupils aged four to 11 years.
Since then it has steadily increased in size, year-on-year. In the current school year, for the first time, there are Year 6 pupils. These pupils will take the national tests for 11-year-olds for the first time next term.
Therefore, there is currently no evidence on which to report on floor standards, which are the government’s minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school operates a before-school breakfast club. Since the school’s previous inspection, there have been substantial changes in the teaching staff, with several teachers leaving and new ones joining the school.
There has also been a restructuring of both the senior leadership team and the governing body. The school works collaboratively with several other local schools.
Summary of key findings for parents and pupils
This is a good school.
The school leadership, supported by a new governing body, has successfully and rapidly improved the school since the previous inspection. Pupils, including the most able, disadvantaged pupils in receipt of additional funding, disabled pupils and those who have special educational needs, all make good progress, especially in mathematics and reading. Attainment at the end of Key Stage 1 is consistently above average in all subjects.
This continues in Key Stage 2. All staff are now held accountable for progress. Staff welcome this and strongly support the leadership in its drive for improvement.
Pupils behave well in lessons and around the school. They enjoy learning. Pupils feel very safe and the school gives them excellent care and support.
Children in the early years are taught well and make good progress. Teaching is good. Teachers have high expectations of what pupils can achieve.
Teachers benefit from good opportunities for training and guidance, often provided from other local schools. The senior leadership team and subject leaders check the quality of teaching and learning regularly and systematically, in line with the school’s priorities for improvement. Pupils enjoy the good range of out-of-school activities, including the breakfast club.
The school successfully promotes all aspects of spiritual, moral, social and cultural education. Most parents and carers highly value what the school provides for their children. They recognise Worle Village Primary as a strongly improving school.
It is not yet an outstanding school because: Progress in writing, although improving, is not as rapid as in reading and mathematics, partly because pupils do not write in a wide range of styles in English lessons and in other subjects. When marking pupils’ work, teachers do not give pupils enough precise detail on how they should correct errors and improve their work. Pupils do not consistently respond to the teachers’ comments.