Waynflete Infants' School

What Ofsted said

From the inspection on 19 September 2023

There is a warm, nurturing ethos at Waynflete. Staff know the pupils well. They have created an environment where pupils feel safe and secure. Pupils say, 'The adults look after us here. They make sure we are happy.' Parents are very positive about the school. They appreciate the care and support their children receive. The school wants the best for all its pupils, but the quality of education they receive is not good enough. The school has not set out exactly what pupils need to learn in all parts of the curriculum. Pupils enjoy going to school. They like playing together on the playground and they know what it means to be a good friend. However, some pupils do not always follow the classroom rules. Lessons can be disrupted by silliness and calling out. Pupils sometimes show a lack of respect by not listening, ignoring staff and talking over them. The school has not ensured that staff have the same expectations of pupils' behaviour in lessons or that poor behaviour is dealt with consistently. When staff do not address low-level disruption effectively, it can affect pupils' learning.

What the school should improve

• Some parts of the school's curriculum have not been broken down into a precise sequence of learning. This means that pupils do not systematically build their knowledge and skills over time. The school must set out exactly what pupils will learn from the early years through to Year 2 and ensure that staff have the training they need to implement all parts of the curriculum effectively. The school must ensure that staff help pupils to remember the important knowledge they have learned before so they can recall it securely.
• In the early years, children's communication and language skills are not consistently well developed. The school has not made sure that staff make the most of free-choice time or imaginative play to check on children's understanding or extend their vocabulary. The school must provide all staff working in the early years with the training they need to develop children's communication and language. The school must ensure that high-quality interactions between staff and children take place throughout the day.
• The school has not ensured that there are consistent expectations of pupils' behaviour or a commonly understood approach to dealing with low-level disruption. When poor behaviour occurs and it is not addressed effectively, it hinders pupils' learning. The school must ensure that all staff follow the agreed behaviour policy so that pupils develop consistently positive and respectful attitudes to learning, and any instances of disruptive behaviour are addressed swiftly and effectively.
• The trust does not check closely enough on the quality of education across the curriculum. This means that the trust is not fully providing the challenge and support the school needs. The trust must review its systems so it can be sure that the school is providing high-quality education in all subjects.

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