Whitley Abbey Primary School

What Ofsted said

From the inspection on 6 June 2023

Whitley Abbey Primary School is a happy, friendly place. Whether pupils are new to the school or the country, they are quickly made to feel welcome. Pupils are proud of their school. Leaders want the very best for every pupil. They have implemented a range of changes that are having a positive impact on pupils' achievement. Pupils respond positively to leaders' expectations of behaviour and behave well. They know that there is always a trusted adult to talk to if they have a concern. Older pupils support younger pupils in school. From trips and clubs to roles and responsibilities, there is plenty on offer. For example, older pupils are looking forward to their residential trip. Younger pupils visit local museums and enjoy a trip to the beach. Pupil digital leaders present to parents and carers on e-safety. Pupils are prepared for life beyond school and in modern Britain, for example through links to an international engineering company and local universities. There are opportunities to discuss important issues. For example, pupils debate current affairs and social issues in assemblies before voting. Junior leaders work with school leaders on school improvement. Pupils enjoy being awarded the 'band of excellence' for going above and beyond.

What the school should improve

• Some subject leaders are new to their role. In a small number of subjects, they do not check on the implementation of the intended curriculum and evaluate its impact. Leaders should continue to develop subject leaders' knowledge and skills to enable them to carry out their roles effectively.
• Some staff do not closely follow leaders' planned approach to teaching phonics or hearing pupils read. This leads to inconsistencies in how phonics is delivered and how pupils practise their skills. Leaders should ensure that all staff are supported to follow the phonics programme consistently and to listen to pupils reading books that are matched to their ability.
• Leaders do not always use the information they collect about how children are learning in early years to inform subsequent teaching, and therefore some children are not achieving as well as they could. Leaders should ensure that checks on what children can do are part of routine practice and used to shape teaching so that children build on learning over time.

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