GALLERY: “Transformational” head teacher turns around the fortunes of village primary

PUBLISHED: 17:19 29 April 2014 | UPDATED: 17:19 29 April 2014

Wilburton Primary School achieves a 'good' Ofsted. Pupils with the Head teacher Rob Litten. Picture: Steve Williams.

Wilburton Primary School achieves a 'good' Ofsted. Pupils with the Head teacher Rob Litten. Picture: Steve Williams.

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Pupils at Wilburton Primary School are making rapid progress thanks to the “outstanding leadership” of interim head teacher Rob Litten.

Mr Litten, who is also head at Little Thetford Primary School, was called in to take temporary charge of the school last year after Ofsted inspectors said that pupil progress at the school required improvement.

Ofsted inspector Mike Capper said progress among pupils was uneven and, in some lessons, too much time was being lost listening to the teacher talking.

But, 12 months on, and the school has been rated ‘good’ by inspectors, who were full of praise for Mr Litten and his team.

Inspector Margaret Goodchild, said: “There are two main reasons why pupils have made such good progress since September. The first is that teachers’ marking is exemplary throughout the school.

“It provides pupils with a great deal of detailed advice about how well they are doing and how they could improve their work.

“The second is that teachers effectively introduce pupils to new skills and knowledge. Pupils then produce detailed pieces of written work in their ‘progress books’ which draw on what they have learned.”

Ms Goodchild said that Mr Litten’s impact had been “transformational” on the school and had improved affairs across the board.

She added: “The transformational leadership of the interim head teacher, ably supported by the deputy head teacher, has had an outstanding effect on all aspects of the school’s work.

“Teamwork among the staff is strong and senior leaders are now working towards making the school outstanding.”

In order to make the leap from ‘good’ to ‘outstanding’ the school will need to take into account the needs of less-able pupils when work is explained to classes.


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