Woodchurch Road Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are well cared for at Woodchurch Road Primary. Staff want the best for their pupils.

Pupils enjoy school and work hard. They said that you can achieve what you want as long as you work hard. Despite this, pupils do not achieve as well as they should.

This is because they do not routinely benefit from a well-designed or purposeful curriculum.

Pupils feel safe in school. They told inspectors that staff are always there to listen.

Pupils get along well together. They understand the importance of respecting everyone, regardless of background. Pupils are confident that staff will deal with any incidents of bullying.

They respond well to st...aff's expectations and behave well.

Pupils have many opportunities to attend wider curriculum activities. They enjoy after-school clubs, such as those for cooking, golf and choir.

Visits beyond the classroom, including residential trips, broaden their social skills and extend their knowledge.

Children make a strong start to their education in early years. Leaders have high expectations for the children, whatever their starting point.

Adults immerse children in purposeful activities that encourage independence and interest. This means that children are keen to participate.

What does the school do well and what does it need to do better?

The school has been through an unsettled period in recent times.

The new leadership team is taking effective action to overcome the weaknesses that have emerged during this time. In particular, leaders are forging ahead with their curriculum thinking. They have decided on the overall content that they want pupils to learn in each subject.

In some areas of the curriculum, leaders have developed this thinking further by identifying the key knowledge that pupils will learn and the order in which it should be taught. This enables pupils to build on what they already know. As a result, pupils learn well in these subjects.

In other subjects, leaders are still in the early stages of making sure that teachers know what pupils should learn. This prevents teachers from designing activities that help pupils to know and remember more.

Teachers have had insufficient training to help them deliver the new curriculums effectively.

This means that pupils' learning across subjects and classes is uneven. In some subjects, such as mathematics, teachers are using assessment strategies well. This means that they can plan lessons that build on pupils' prior knowledge.

This is not yet consistent in all subject areas.

The curriculum for children in the Reception class is stronger than in the rest of the school. There is a strong focus on developing children's communication skills, including their vocabulary.

Staff know what children need to know by the time they move into Year 1. They check children's learning carefully so that children gain the knowledge that they need in order to be successful in their next stage in their learning.

Leaders have made reading a priority.

Staff are well trained and supported. Children get off to a flying start with their daily phonics sessions in the Reception class. Teachers make sure that pupils learn new sounds in a carefully ordered way.

They check how well pupils are learning in order to identify those who may need extra support. The books that pupils read match the sounds they are being taught. All staff promote a love of reading throughout school.

Older pupils talked enthusiastically about books and authors. They told inspectors about their 'drop everything and read' sessions, which they love.

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) in a timely manner.

They work with many agencies to ensure that these pupils are supported well. Staff know how to adapt their teaching so that pupils with SEND can access the same curriculum as other pupils in the school.

Children in the Reception class settle quickly because relationships with staff are strong.

Pupils across Year 1 to Year 6 enjoy playing together. Most pupils behave well. Attendance is a focus for the school.

Leaders are taking effective action to improve pupils' behaviour. As a result, persistent absence is starting to decrease.

Pupils' personal development is promoted well.

Leaders have prioritised provision to support pupils' mental health following the pandemic. Pupils are well prepared for life in modern Britain. The curriculum helps pupils learn about different faiths and cultures.

Pupils could also talk confidently about different families and relationships.

Governors are fully supportive of the school, but they do not provide enough direction or challenge to leaders to secure improvements to the quality of education that pupils receive.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding. All staff are well trained and know what to do if they have a concern about a pupil. Leaders keep safeguarding a high priority by providing regular updates.

Staff act in a timely way to get the help that families need, when they need it. They work well with all external agencies.

The curriculum enables pupils to learn how to stay safe.

This includes online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject leaders are in the earliest stages of designing a curriculum that enables pupils to achieve well. These curriculums do not identify what pupils should know and when this knowledge should be taught.

As a result, pupils cannot build on what they know and their learning is uneven. Leaders should ensure that all subject curriculums provide sufficient guidance for teachers to help them build pupils' learning over time. ? Governors provide leaders with insufficient challenge.

They do not hold leaders to account for the quality of education that pupils receive. As a result, pupils' achievement is not good enough. Governors must ensure that they have a more informed view of the school's effectiveness so that they can provide greater support and challenge to school leaders.

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