The school of more than 400 pupils was inspected in March, and was given the second-highest grading across quality of education, behaviour and attitudes, personal development and welfare, leadership and management and early years provision.
‘With a mostly new leadership team in place in the last 18 months, this is testament to the effort made by all staff at Vale Primary School,’ said director of Education Nick Hynes.
‘The school’s progress in the provision of additional learning needs and the focus on the wellbeing, happiness and ambition for all its pupils really shines through, and I was particularly pleased to see them recognised for the sharp focus they place on reading.’
During a two-day inspection, Ofsted found that pupils attend well and socialise together at break times, with older pupils proud to support younger children to have a positive start to the day, greeting them at the school gates and accompanying them to classrooms.
Pupils, including those with additional learning needs, understand and meet the high expectations of staff, the inspection found, and are motivated and eager to learn.
Bullying was said to be rare, and children have confidence that staff will help them if they have any worries, able to share private concerns, including with a ‘I wish my teacher knew’ box.
The school ensures pupils have a wealth of opportunities to develop their talents and interests.
‘The inspection report reflects the strong foundations that have been laid by Lauren [Eyton-Jones], her leadership team and all the staff.
‘It’s a testament to their hard work, collaboration and commitment to pupils’ wellbeing and learning,’ said Vale Primary School board chairman Andrew Ogier.
‘The school should be congratulated for its progress since the last inspection, especially in the ALN provision, and for creating an environment where every child feels safe, supported and able to succeed.’
Ofsted noted that the school had placed communication and language development at the heart of the curriculum. In the early years, staff encourage children to use the correct vocabulary to express themselves, enhancing their ability to speak clearly and build a rich vocabulary. The school meets the needs of all pupils.
Staff swiftly identify pupils with additional needs, and those pupils received individualised support to match their specific needs.
The school also works with external agencies to support some pupils, to ensure that they progress through the curriculum and participate fully in school life.
There were two areas for improvement identified by Ofsted.
‘In a few subjects, elements of curriculum planning are not yet outlined precisely. This means pupils do not consistently build confidently on what they already know or prepare for what comes next,’ it said in the report.
‘In addition, in some wider curriculum subjects, the school does not check fully what pupils know and remember. Consequently, sometimes pupils progress through the curriculum with gaps in their knowledge.’
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