Waverley Primary Academy

What Ofsted said

From the inspection on 11 July 2023

Leaders have created a welcoming and inclusive environment for pupils. They expect pupils to be kind and respectful to each other. Pupils live this out in their interactions with peers and adults. Pupils know the difference between bullying and isolated unkind acts. Bullying is rare within the school. Adults address these infrequent instances effectively. They listen to pupils' concerns and act quickly to resolve them. Pupils engage in a rich and diverse set of experiences that significantly enhance their personal development. They undertake multiple charitable activities that contribute to the wider community, for example raising funds for local hospitals. Pupils performed the school show 'Matilda' for residents in the local care home. Leaders use residential visits to develop pupils' independence. Leaders enrich the curriculum well. For example, children in the early years participate in 'wow moments' such as visits from the emergency services to learn about safety. In science and technology, pupils visit multi-national businesses at the local advanced manufacturing park. These visits help pupils to learn about possible careers in engineering. Pupils are well behaved. They contribute positively to lessons. Pupils play well together at social times. Many pupils participate in meaningful leadership roles. For example, sports leaders facilitate some of the activities that their peers participate in at lunchtime. Younger and older pupils play together well. Older pupils act as positive role models to those in the younger years.

What the school should improve

• The school's record keeping process for safeguarding are not as precise as they could be. This impacts on how efficiently leaders can analyse and evaluate school data. Leaders must ensure that record keeping processes for safeguarding are formalised and that the data recorded is detailed and robust.
• Opportunities for pupils to develop and practice the skills specific to a subject are not as clearly planned as the knowledge for each subject. Pupils do not regularly engage in the disciplinary practices specific to a particular subject and have a variable knowledge of these. Leaders should ensure that pupils have a secure understanding of subject-specific practices and skills.

Read the full Ofsted report (opens in a new tab)