Wyke Regis Church of England Junior School

Strengths

• Inclusion is firmly at the centre of the school's ethos, with effective support for pupils with SEND, disadvantage and other barriers.
• Leaders use additional funding effectively to reduce barriers for disadvantaged pupils, who achieve well.
• The specially resourced provision provides effective support, helping pupils regulate behaviour and re-engage with learning.
• The personal development and wellbeing programme is comprehensive and well planned.
• Pupils show maturity, respect and empathy when discussing relationships, equality and online safety.
• The school's core values of compassion, perseverance and respect are embedded across school life.
• Pupils develop a strong sense of belonging and citizenship through community events and visits.
• Behaviour across the school is positive, with calm and respectful conduct in lessons and unstructured times.
• Bullying is rare, and leaders address reported incidents thoroughly.
• Staff describe a positive and supportive culture, and leaders prioritise staff wellbeing.
• Early career teachers feel well supported through development programmes.
• Governors are highly invested in the school and fulfil their statutory duties.
• Safeguarding standards are met, with an open culture of safeguarding.

Areas for Improvement

• In some areas of learning, pupils do not make the progress they should from their starting points.
• Some pupils make repeated errors in spelling, handwriting and grammar that staff do not address consistently or effectively.
• Steps to strengthen multiplication fact recall lack precision and rigour, and outcomes in the Year 4 multiplication tables check are below national average.
• Curriculum changes have not improved pupils' learning quickly enough, and pupils' ability to remember content varies across subjects.
• Inconsistencies in teaching and assessment limit the progress of some pupils, including those with SEND.
• Leaders do not ensure that all staff teach the ambitious curriculum consistently well, leading to variability in teaching quality.
• Leaders have not established a consistent approach to assessing pupils' spelling, handwriting and grammar skills.
• Attendance remains lower than the national average, and a considerable number of pupils are persistently absent.
• Leaders' actions to improve attendance have not been substantial enough.
• Leaders sometimes do not focus on the most important priorities, and their improvement actions lack precision, rigour and ambition.
• Leaders do not always implement changes effectively, and a lack of clear accountability means some expectations are not followed consistently.
• Leaders do not check often enough that staff follow agreed expectations or policies, especially regarding attendance, assessment and curriculum delivery.
• Governors do not consistently receive the information they need about improvement priorities, limiting their ability to hold leaders to account.

• Primary Schools
• Secondary Schools