|Name||Woods Loke Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||25 April 2017|
|Address||Butley Drive, Oulton Broad, Lowestoft, Suffolk, NR32 3EB|
|Religious Character||Does not apply|
|Number of Pupils||462 (54% boys 46% girls)|
|Number of Pupils per Teacher||23.4|
|Academy Sponsor||Hartismere Family Of Schools|
|Percentage Free School Meals||17.3%|
|Percentage English is Not First Language||1.1%|
|Pupils with SEN Support||11.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The new headteacher took up post on 1 September 2016. The school is much bigger than the average-sized primary school. Children join the early years in Nursery and move on to Reception in the term they turn five. About one third of the children in Reception transfer into Woods Loke from other schools. The proportion of pupils who have special educational needs and/or disabilities and require special educational needs support is below the national average. The proportion of pupils supported by the pupil premium is average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics at the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher, senior leaders and governors have successfully improved pupils’ achievements since the last inspection. The quality of school self-evaluation is strong. Leaders at all levels know where the strengths of the school lie and where continuing improvements need to be made. Most groups of pupils make good progress in English and mathematics, and across a wide range of other subjects. Progress and outcomes in physical education and science are particularly strong. The curriculum prepares pupils well for life in 21st-century Britain. Pupils are given a wide range of opportunities to learn about democracy, freedom of speech, respect for the law and the role of Parliament. The safety and welfare of pupils are effective in ensuring that pupils feel safe and valued in school. The school has good systems in place to support the needs of vulnerable pupils and their families. The quality of education in the early years is good. Effective leadership ensures that children make good progress from their starting points. Disadvantaged pupils make good progress during their time at school as a result of high-quality teaching and effective additional support. The partnership with parents has been developed well. Parents are overwhelmingly supportive of the school and appreciate the effort the school makes to involve them as partners in their child’s learning. The quality of teaching is good and improving. The teaching of mathematics is particularly effective because of the good subject knowledge of teachers, effective planning and high levels of challenge for most groups of pupils. The most able pupils and those with average starting points do not consistently receive sufficiently demanding work in writing or enough opportunities to develop writing skills across the curriculum. There is some inconsistency in the quality of teaching in writing, including in providing helpful feedback. Improvement plans in this area are not being fully followed by teachers. The quality of presentation in pupils’ books is inconsistent, varying considerably from class to class.