Ofsted Reports

The school was inspected in November 2017 and was graded as good in every area with the report identifying very strong practise and outcomes. You can read the full report by clicking on this link – Watcombe Primary School OFSTED Report 2017

The report reflects very positively upon the school, recognising the many strengths that we have and the continuous drive to ensure only the best for the children and families that attend Watcombe. I hope you can find time to read the report and celebrate the achievements that it highlights.

As part of the OFSTED process some areas for future development are highlighted and, as always, the staff, Governors and children will embrace these and continue their work towards continuous improvement.

The report specifically highlights strengths within the school such as:

  • Leaders have created a culture of high aspirations and support for all members of the school community. Consequently, the school is a warm, vibrant community where all stakeholders are valued.
  • Leaders use pupil premium funding successfully to support disadvantaged pupils.
  • Pupils’ social and emotional needs are well catered for, particularly through pastoral work, which has helped to support their emotional development.
  • Leaders provide effective support for pupils who have SEN and/or disabilities to ensure that they make progress in reading and mathematics. High-quality interventions have a positive impact on pupils’ progress in these subjects.
  • Leaders monitor pupils’ progress closely and take swift action to provide support, particularly in reading and mathematics.
  • The arrangements for safeguarding are effective. Leaders have shaped an environment where safeguarding is at the core. The local authority holds the school’s safeguarding procedures in high regard.
  • Teachers plan lessons so that pupils enjoy and achieve. Pupils participate well in class discussions and are eager to demonstrate what they can achieve.
  • Adults’ strong relationships with pupils have contributed to this rich classroom culture.
  • Pupils conduct themselves well around the school, and the environment is calm and orderly. Pupils value the education that they receive and in turn demonstrate behaviour which is conducive to learning. Pupils are conscientious learners and value the learning opportunities provided.
  • The school is a calm and orderly environment. Pupils are courteous to all members of the school community. There is a strong sense of mutual respect throughout the school. Adults are clear about what they expect from pupils, and pupils are keen to demonstrate the best conduct possible.
  • In 2017, the proportion of pupils reaching the expected standard in reading, writing and mathematics was well above national averages.
  • Overall, pupils who have SEN and/or disabilities make strong progress, with the result that more are catching up and working at age-related expectations.
  • The early years environment is rich and stimulating. Adults have carefully considered the needs of the children when designing activities to ensure that their needs are met.