Ellen Wilkinson Primary School

What Ofsted said

From the inspection on 8 March 2023

Pupils in this school feel part of a caring community. They enjoy coming to school and they love to learn. Pupils are keen to make a positive contribution to the school through their roles as ambassadors and house captains. They are proud to help and support younger pupils. Leaders' expectations are high. They want all pupils to grow and succeed in their learning together, from the early years to Year 6. Leaders make sure that pupils are taught a broad range of subjects throughout their time at school. In the early years, children quickly learn routines and play and learn well together. Older pupils are excited by their learning. They are keen to present their knowledge to one another in quarterly 'learning fairs'. Pupils are well prepared for the next stage of their education. Pupils behave well. Leaders expect pupils to follow instructions, show good manners and be kind to everyone. Pupils know this, and most behave in this way in lessons and around school. Pupils respect each other's differences. They understand that bullying is wrong, and said that it rarely happens in this school. Pupils know that they can speak to any member of staff if they have any worries. Staff respond fairly and quickly to resolve any issues. They ensure that pupils are kept safe in school.

What the school should improve

• At times, pupils do not have a good recall of the knowledge that they have been taught in some foundation subjects. Although leaders have planned broadly what knowledge they want pupils to know and remember, there is sometimes a lack of clarity in leaders' thinking about the precise subject knowledge and skills required for each of the foundation subjects. This makes it harder for teachers to check pupils' learning, address misconceptions and make sure that pupils are ready for what they will learn next. Leaders should be clear what subject knowledge they want pupils to know and remember and identify more quickly when pupils have not learned this knowledge securely.
• While pupils practise reading regularly, at times, the books that they practise with are not sharply matched to their stage in the phonics programme. This reduces how well pupils are able to strengthen their reading. Leaders need to ensure that all stages of the phonics programme are suitably resourced so that reading books fully align with pupils' phonics knowledge.

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