Worlebury St Paul’s Church of England Voluntary Aided Primary School

About Worlebury St Paul’s Church of England Voluntary Aided Primary School Browse Features

Worlebury St Paul’s Church of England Voluntary Aided Primary School


Name Worlebury St Paul’s Church of England Voluntary Aided Primary School
Website http://www.worleburyprimary.com
Inspections
Ofsted Inspections
Address Woodspring Avenue, Worlebury, Weston-Super-Mare, BS22 9RH
Phone Number 01934625923
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 184 (57.1% boys 42.9% girls)
Number of Pupils per Teacher 25.8
Local Authority North Somerset
Percentage Free School Meals 6.5%
Percentage English is Not First Language 1.1%
Persistent Absence 6.2%
Pupils with SEN Support 8.2%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

This is a smaller than average primary school. Children start school in the Reception class. The school has continued to undergo changes in staffing since the previous inspection.

The vast majority of pupils come from White British backgrounds The proportion of pupils for whom the pupil premium provides support is below the national average. The proportion of pupils with SEND is close to the national average.

Summary of key findings for parents and pupils

This is a good school Leaders have worked with skill and commitment to develop and improve the school.

Standards have risen markedly as a result of effective teaching. Middle leaders of mathematics and English have strong subject knowledge. They have improved the curriculum and quality of teaching in their subjects.

Leaders hold a wealth of information gathered through their checks on the quality of teaching. However, they do not analyse these precisely to identify where improvements to teaching could further strengthen pupils’ progress. Governors are knowledgeable about the school and monitor its effectiveness thoroughly.

Teachers plan activities across the curriculum which interest pupils and motivate them to learn. Pupils work hard and make good progress. Teachers have high expectations of the most able pupils, including those disadvantaged.

They plan well to promote their progress in reading, writing and mathematics. Most-able pupils now attain well at the higher standards. Middle-attaining pupils do not always explain their reasoning clearly in mathematics.

Their vocabulary is not precise enough in writing. This limits them in reaching the higher standards. Teachers’ assessment is not sharp enough to identify the help these pupils need.

Pupils in key stage 2 extend and develop their skills of writing well across the curriculum. Pupils in key stage 1 do this less frequently. This limits teachers’ ability to assess whether pupils’ knowledge gained in English lessons has been retained.

Pupils gain secure phonics skills in key stage 1 and apply them successfully in reading and writing. Pupils’ reading skills are strong across the school. Pupils with special educational needs and/or disabilities (SEND), including those who are disadvantaged, are well included in lessons.

Their good progress is leading to some now gaining the expected knowledge for their age. Children in early years rise to the staff’s high expectations of their learning and behaviour. They achieve well across the whole curriculum.