“Pupils listen to the opinions of others and are keen to offer their views considerately and respectfully.”
“Adults give pupils
opportunities to share ideas and challenge their own thinking and this helps them to articulate their opinions with confidence.”
“Staff encourage pupils to be resilient and take risks. Pupils know it is all right to get things wrong and that this is part of the process of learning.”
“Pupils behave well and are polite, articulate and respectful.”
“The school’s welcoming and caring ethos is central to its work in raising standards for
pupils.”
“In all key stages, pupils are now making good progress from their starting points in reading, writing and mathematics.”
“The teaching of reading is good. There is a consistent approach to the teaching of
phonics.”
“Staff welcome the professional development they receive and say that this makes a real difference to the quality of their teaching.”
“Parents and carers who offered their views to inspectors were overwhelmingly positive about the experiences of their children.”
“The school is a calm, orderly and purposeful place for pupils to make the most of their learning.”
“Older pupils develop a good understanding of what they read. Leaders promote a love of reading and pupils say the school provides them with high-quality texts.”
“Learning in early years gets off to a good start. As a result of effective teaching and provision, children progress well from their starting points.”
“The profile of sport has been raised and more pupils now compete in sporting
activities.”
“Teachers plan interesting activities that motivate the pupils. Staff ensure that all pupils are valued and included in learning.”
“Good teaching through early years and in key stage 1 ensures that the proportion of pupils passing the Year 1 phonics screening check is consistently above average.”
“The quality of teaching at Walkington Primary is underpinned by warm and caring
relationships between staff and pupils.”
“Improvements in the teaching of mathematics have helped to increase pupils’ progress and improve pupils’ ability to solve mathematical
problems.”
“The broad curriculum provides a wide range of enriching experiences for pupils.”
“Effective safeguarding procedures are in place. All staff have a clear understanding of how to keep pupils safe.”
“From the moment pupils enter the school each day, they are greeted with respect and a genuine sense of care from the adults in the building.”
“Leaders are well trained and use their knowledge of special educational needs to identify specific requirements at an early stage and provide timely support.”
“By the end of Year 6, outcomes are high in reading and writing. In reading, they are
particularly high.”
“The school’s work to promote pupils’ personal development and welfare is outstanding.”
“Exciting activities, such as visits to places of worship, generate high levels of
interest and curiosity about the themes that pupils are studying.”
“The passionate and effective leadership of senior leaders and the commitment of the staff have sustained the good quality of education at the school.”
“In mathematics lessons, resources are used well to enable pupils to visualise abstract ideas and to get a more secure understanding of number.”
“Governors have a good understanding of the school’s strengths and weaknesses and
are clear about priorities and plans for improvement.”
“Governors are ambitious for the school. They challenge and support leaders effectively.”
“Teachers use their good subject knowledge to plan interesting tasks that engage
pupils.”
