Woburn Lower School


Name Woburn Lower School
Website http://www.woburn-lower-school.co.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 09 December 2010
Address Bedford Street, Woburn, Bedfordshire, MK17 9QL
Phone Number 01525290207
Type Primary
Age Range 4-9
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Central Bedfordshire
Percentage Free School Meals 1.9%
Pupils with SEN Support 1.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Woburn Lower School is a small school. Most pupils come from Woburn, Leighton Buzzard, Dunstable and Milton Keynes area. A large majority of the pupils are of White British heritage. The percentage of pupils with special educational needs and/or disabilities is about the same as similar schools but the percentage with a statement of special needs is well-below average. There are three mixed-age classes. The Early Years Foundation Stage provision is in one class for Reception and Nursery children. The other two classes each provide for Year 1 and 2 pupils and Year 3 and 4 pupils. The school has achieved the Healthy School award and Activemark.

Main findings

Woburn Lower is an outstanding school. Pupils of all abilities achieve extremely well. Parents and pupils greatly appreciate the high quality care and exciting learning opportunities. Support from parents is unanimous. Parents said, ’’Woburn Lower School is a fabulous, fabulous school.’ ’It gives children the best possible start to their academic career. My child has blossomed beautifully since going to the school. The headteacher is clearly inspirational and we all feel very lucky indeed.’ ’The teachers are all fantastic and work together well; they are passionate about creating a stimulating environment for all children to learn. They go above and beyond to make the school really special.’ ’All the children seem very happy and well motivated. As a parent I feel part of the school, which feels like one big family. We cannot rate the school highly enough.’ The key strengths of the school are: Pupils make excellent gains in their personal development because relationships are extremely strong and the school ethos is very warm and welcoming. Standards in reading, writing and mathematics are well above those expected for all groups of pupils because the quality of teaching and learning is outstanding over time. The provision in the Early Years Foundation Stage is outstanding. Care, guidance and support are extremely strong, so pupils behave superbly well and are sensible and enthusiastic learners. Parents commented ’Staff deal very effectively with any needs the children may have.’ The curriculum meets the needs of all pupils well and consequently they develop an extremely positive attitude to their learning. The headteacher leads the school exceptionally well and has a very clear vision for its future improvement. Excellent links with parents, the local community and external agencies contribute very effectively to the provision. Parents commented that they felt part of the educational journey thanks to the excellent communication from the teaching staff. There is an excellent commitment from all staff to provide each pupil with the very best possible education. Equality of opportunity and the elimination of discrimination are pursued determinedly. There is also a continual drive for improvement. The very effective systems for evaluating the strengths and further areas for development of the school are playing their part in sustaining high standards over time and adapting to changes within the school. The school’s excellent organisation and strong, shared vision demonstrate its outstanding capacity to continue moving forward. The cultural diversity of the school is valued and consequently, the promotion of community cohesion is effective because pupils develop an excellent understanding of the school and local community for their age. Monitoring the outcomes of national and global initiatives is less well developed than for the school and local communities.