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What have been our successes this year?

A highly successful Ofsted in September 2007 has reinforced our belief that we are a fully inclusive and exciting school embracing the "Every Child Matters" agenda. An already broad and balanced curriculum has been enriched to include drama, multisports and French. Continually striving for high standards, progress is tracked from Reception to Year 6 through challenging academic, physical and social targets. Rigorous Performance Management Targets exist for all teaching and support staff to ensure that all staff are working for the benefit of all pupils and colleagues. Attendance and behaviour is very good and we are considered a "Centre of Excellence" for work within our Enhanced Resource, where we cater for a large group of children with complex SEN needs where attendance is exceptional. We are fully supportive of the Healthy Schools initiative. School is a longstanding Investor in People and has successive Basic Skills Quality Marks. Our many other awards can be seen in our prospectus and at wbps.org.uk.

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What are we trying to improve?

The children, parents, staff and governors are sent an annual questionnaire to assess the needs of the school from all perspectives. The development of drama, multisports, French, and currently Speaking and Listening, is all a direct result of clear strategic improvement planning based upon questions asked. We are currently improving the library, we are a Healthy School and part of the Derbyshire Anti-Bullying initiative. Following the recent questionnaire we are currently implementing this year's responses. Questionnaires illustrate a high level of stakeholder satisfaction and confidence. Parents like the fact that children are happy, staff approachable and share high expectations. Pupil responses highlight friendly caring teachers and interesting lessons. The eagerness of significant outside agencies to request placements in a full and busy school is a compliment to the school's positive attitude and ethos, whilst the ongoing LA assessment has consistently classed Whaley Bridge as a top grade 'Self Sustaining School'.

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How much progress do pupils make between age 7 and 11?

Our school

Confidence interval

In all key stages pupils make good, often very good progress towards challenging targets. Evidence to support this has been gathered over time, based on Average Points scores from PANDA analysis, to reflect the high numbers of SEN pupils unable to access tests. Target analysis is rigorous, focussing on individual pupils and groups to inform teachers planning. The Write on Target initiative continues to be successful across the school and has been extended to include individual child speak numeracy targets. The involvement of the children in the self evaluation process has been very positive with more children successfully achieving their targets. Reading continues to be a strength of the school with children making good to very good progress and SATs results show we are performing above the national outcomes in English.

We are delighted with Foundation Stage progress particularly in social and emotional development. At Key Stage 1 standards in 2005/6 are broadly in line with local and national outcomes with girls and boys making at least good progress. In Key Stage 2 children continue to make good progress above national expectations.

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How well do pupils achieve at age 11?

Analysis of 2006 KS2 SATS using data and school targets has shown that 86% of the cohort achieved in the top 25% of schools nationally  in one or more subjects. 50% of pupils achieved this in all core subjects. 86% of pupils achieved forecasted targets in one or more subjects with 64% of all pupils achieving this in all core subjects. 8% of children were below the level of the tests.

A further 8% (3 children) partially met their targets.We are delighted with their results as 53% of the children joined the school from Y1 upwards, the majority from Y3 upwards. 17% had significant emotional, social, behavioural and learning disabilities. Gifted and Talented groups continue to make very good progress in Maths, English and Science.

Learning Enhancement groups continue to make outstanding progress in Maths And English.Through careful monitoring and assessment, subject co-ordinators across the curriculum ensure good to very good progress and have crucially developed cross curricular thinking.

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How have our results changed over time?

In all Key Stages pupils make good, often very good, progress towards challenging targets. Good opportunities for enrichment are a feature of the school. Reading continues to be a strength and the Foundation Stage pupils continue to make excellent progress. At Key Stage 1 standards are broadly in line with local and national outcomes, with good progress in Maths and reading at higher levels. At Key Stage 2 the school met or exceeded its 2006 targets especially in Level 5 mathematics. Outcomes in English, Maths and Science are above Local Authority and National outcomes. Gifted and Talented groups continue to make good progress in foundation and core subjects. Through careful monitoring, assessment and target tracking across the curriculum, children make very good progress. Children with IEPs are reviewed twice a year and all statemented children, subject to annual review, are closely monitored on the P-steps and National Curriculum levels.

Many factors contribute to the school's tremendous popularity and appeal which in turn results in ever increasing inward mobility issues that affect the accuracy of contextual and value added data.

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How are we making sure that every child gets teaching to meet their individual needs?

The school's regular observation schedule involving the Headteacher, team leaders, literacy, numeracy, science and subject co-ordinators indicates teaching to be good and often very good. Good use is made of assessment to inform the next stage of learning. Long, medium and short term planning and tracking grids highlight pupil progress; lessons have clear learning objectives to meet the needs of individual children and ensure they make good progress.
All stakeholders are involved in curriculum and care planning for all pupils who access the ER, where well trained and highly motivated teaching assistants are effectively employed to ensure the provision for pupils with disabilities is very good. All children who have a statement of SEN have an annual review with all involved stakeholders to ensure that their needs are being met and the objectives on their statements are still relevant. The development of life skills for pupils within the ER equip them for the challenges of later life.
The School Council is involved in School improvement Planning, has its own budget and decides its own targets and agenda. Each class has two representatives who report back fortnightly.

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How are we working with parents and the community?

Parent governors are involved and contribute to school evaluation processes strengthening parent teacher links. School aims reflect involvement in the wider community resulting in many initiatives that enhance school life, e.g. global awareness project, healthy schools award, building reading communities and positive play award. Stakeholders are regularly consulted by a wide range of different methods, e.g. questionnaires, newsletters, parents evenings, school website, meetings and reviews. A thriving PTA holds many activities during the school year. Community members regularly help in school hearing readers, making story sacks, props for plays etc. and school is also a member of the UFA. The school choir is sponsored by a local businessman and the ER receives support from the community.

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What have pupils told us about the school, and what have we done as a result?

The school values the opinions of pupils, who regularly complete questionnaires on the school curriculum and anti-bullying. Their views are then analysed and their suggestions included in the enriched curriculum, new schemes and anti-bullying policy.We are currently trying to improve toilletting facilities, devlop more PE, install water fountains and display kitchen menus. There is a major building programme to dramatically enhance our library provision. There is a thriving School Council which meets fortnightly. It has an allowance from the budget and decides how to spend it. Each class has two representatives who express the views of their classmates and then report back.
A positive and supportive team points system, best work board, attendance awards, weekly celebration assembly, ER owl awards and extensive and stimulating displays ensure the children's efforts are encouraged and rewarded.
A very successful Breakfast and After School Club, within our Extended Day provision, offers a range of activities in a safe and secure environment.There are many examples of how highly pupils value the school on the school website, wbps.org.uk

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How do we make sure our pupils are healthy, safe and well-supported?

An extremely comprehensive effective PHSE scheme and Travel Plan promote a healthy lifestyle. The scheme provides an appropriate sex and relationship programme including the dangers of smoking and substance abuse. There is a wide range of extra curricular activities which effectively enhance curriculum exercise provision. Our award winning kitchen provides a healthy and varied menu.
Learners feel safe and free from bullying and discrimination. The behaviour and attitudes of pupils is generally very good, and support for pupils who exhibit challenging behaviour is exceptional. Policies are regularly updated and implemented throughout the school, making sure that children's safety is paramount, especially children with disabilities who find it more difficult to communicate their concerns.

We have recently been awarded the Government funded "Walk to School" grant for our walking initiatves.

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How do our absence rates compare with other schools?

School's broad and balanced curriculum and wide range of extra curricular and UFA activities has been accredited with the National Healthy School Award. Extra enrichment activities include swimming, drama, choir, nature , chess, rounders, netball and library clubs. Multisports across the school help ensure that 2 hours of sport and PE are provided weekly to each pupil. Brain gym activities, INSET and water availability have helped encourage staff and pupil well being and stimulated classroom vigour.
Educational visits enhance learning and there is an annual study week. Years 4, 5 6 and ER go on residential trips. All the children take part in a class production and 2 class assemblies each year to increase the pupils self confidence as well as their speaking and listening skills. Many of the extra activities, children's work and their thoughts on the school can be seen on the school website, wbps.org.uk  

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What activities and options are available to pupils?

Absence rates are below national and county levels with only 4.2% of children taking authorised leave and unauthorised absences running at 0.1%. We are on target to improve on our ambitious annual target to reduce absence even further.

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What do our pupils do after leaving this school?

School has very strong links with local secondary schools with a transition curriculum in place for Year 6 and all ER pupils. Staff from secondary schools come in to talk to the children and staff and induction days are arranged. For the more vulnerable children extra induction days are arranged and staff from the local secondary schools are invited to Years 5 and 6 annual reviews to meet the parents and answer any questions. From Year 5 onwards there are opportunities to go to the secondary schools for Maths challenge days, Science days and language days etc.Pupils continually return socially and on work and student experience.

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Ofsted's view of our school

This is a good and very inclusive school. It does a particularly good job in ensuring that pupils with the most complex learning difficulties and disabilities take part in as many activities as possible. The good, vibrant, diverse curriculum contributes to pupils' achievement and to their great enjoyment of learning. The exciting array of enrichment activities brings an added dimension to pupils' social development, and helps them to follow a healthy lifestyle. Overall their personal development is outstanding. Arrangements for pupils' care are good. Pupils know they will get good support and help when they need it and consequently, they try hard in lessons and behave excellently. One autistic pupil said, 'staff are always there to help me'. The school is led well by a very experienced and effective headteacher. He has assembled a good senior team who know the school well and lead their subjects and areas effectively. Their monitoring of the school's performance and progress in its priorities is effective. Important evaluations of their work are thoroughly discussed and acted upon, although not always fully recorded as useful evidence of the success of their work. Governors are a little too accepting at times of what the school says and do not have fully developed ways in which to challenge it. Staff throughout the school share the headteacher's infectious enthusiasm to do better and this is a key reason for the school's success. The good teaching, clear focus on improving pupils' skills, knowledge and understanding ensure that pupils achieve well across the school. As one parent states, 'the positive attitude, commitment and experience of staff, together with their caring and understanding, creates a marvellous atmosphere in which children learn and develop personally'. She is right! Good provision is made for children in their Reception Year. They are carefully assessed and make good progress. This good progress continues throughout the school because the match of work with just the right level of challenge is clearly evident. Pupils who are not doing as well as expected are identified and supported effectively. Overall the pupils who have learning difficulties achieve well. They do extremely well in their personal development, especially in their readiness for learning and improvement in their behaviour. These pupils participate in lessons and activities with impressive concentration and interest when compared with their starting points and information from previous records. Standards in Year 2 and 6 vary from year to year because of fluctuating intakes and pupils joining mid-year but overall are about average. The headteacher takes very seriously the implementation of initiatives to support the pupils' personal and academic development. This is why the school has received so many awards for its work. The school's track record of improvement is good and it has good potential to improve further. The information gained from the school's tracking of pupils' progress is used well to resolve issues which arise from it, such as improving speaking and listening and boys' writing. However, the data is not organised in such a way as to make it efficient for the school to retrieve information. This is especially important given the high proportion of pupils in Key Stage 2 joining mid-year, and the large numbers of pupils admitted into each class who are working at a level well below National Curriculum Level 1.

Date of last inspection: 29-Sep-2006

Ofsted graded our school as good

Inspectors made judgements on a scale: outstanding (grade 1); good (2); satisfactory (3); inadequate (4).

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What have we done in response to Ofsted?

The 2006 Inspection was even more positive than its two predecessors. The school has further advanced its detailed and comprehensive recording of pupil progress and target setting by introducing electronic data retrieval across Key Stages 1 and 2. Replacing the Foundation Profile booklets with the more advanced eprofiling in the Foundation Stage and augmenting the already extensive use of "P" Scales in the Enhanced Resource.

The Governors continue to be committed to extensive monitoring of all aspects of school life and are continuing their careful analysis of practices and procedures.

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More Information

If you would like more information about school policies, including our policies on special educational needs and disability, admissions, finance, school food and our complaints procedure, please contact us:

By telephone: 01663 732354

Our website: http://wbps.org.uk

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