Co-op Academy Woodslee

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be members of the Co-op Academy Woodslee community. They told inspectors that staff help them to look after their mental, physical and emotional health.

This helps pupils to become 'mighty oaks' during their time at school. Pupils feel happy and are proud to be the best that they can be in all that they do.

The school and the trust have high expectations for pupils' achievement.

Staff use a range of strategies to ensure that all pupils, including those with special educational needs and/or disabilities (SEND), access an ambitious curriculum. In the main, pupils achieve well across a range of subjects.

Pupils behave well during les...sons.

There is a happy and calm feel throughout the school. Most pupils require few reminders to maintain the high standards of behaviour that staff expect of them. Pupils are keen for recognition of their positive behaviour.

For example, they speak with pride about weekly headteacher awards that they receive.

Extra-curricular activities, such as cheerleading, board games, theatre and multi-skills, help pupils to develop their talents and interests. They enjoy the roles of responsibility that they have, including being play leaders and members of the pupil parliament.

Opportunities to take part in litter picking and to support local charities further develop pupils' understanding of their role as active citizens in their local community.

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

Staff, pupils, parents and carers are partners in the school's ambition to inspire and support pupils. The majority of parents who shared their views would recommend the school to other parents.

Many praised the avenues of communication the school provides to support parents with their children's learning at home.

Working closely with the trust, the school has developed a curriculum which engages and interests pupils, including those in the specially resourced provision for pupils with SEND (specially resourced provision). From the early years to Year 6, the important knowledge and vocabulary that pupils should be taught is carefully ordered.

This ensures that new content builds on what pupils have learned before.

In most subjects, this is evident in what pupils know and remember. The school has made recent refinements to the curriculum in some subjects.

As these changes are relatively new, it is too soon to see the full impact of this work. In these subjects, some pupils have gaps in their learning.

Staff value the training that the school and the trust provide across a range of subjects.

As a result, staff are well-equipped to explain new concepts to pupils clearly. In most lessons, teachers check pupils' understanding and address misconceptions successfully. Pupils progress well through the curriculum in the majority of subjects.

In a small number of subjects, the school has not ensured that staff deliver the curriculum as intended. Checks made by the school on how these curriculums are being implemented do not focus sharply enough on the most important knowledge that pupils should learn. Some important content is missed and, as a result, pupils struggle to make connections in their learning.

This hinders pupils from learning all that they should in these subjects.

Pupils with SEND, including those in the specially resourced provision, get a good deal at this school. Staff identify and meet pupils' additional needs quickly and accurately.

The school works well with external agencies to make sure that pupils who need specialist support receive this. Staff use effective strategies to make sure that pupils with SEND access the same learning as their peers and that they are fully involved in school life.

Leaders place high priority on helping pupils to develop a secure knowledge of phonics.

In the Nursery class, children begin to learn about sounds in the environment. This helps them to be ready to learn letters and the sounds they represent as soon as they start in the Reception class.

The books that pupils read are matched to the sounds that they have already learned.

This helps to build pupils' confidence and fluency in reading. Staff support pupils who struggle to catch up with their peers. Pupils throughout school are exposed to a wide range of texts and stories.

Staff use these to further develop older pupils' love of reading.

Pupils are kind and respectful towards each other and towards adults. They understand the importance of treating everyone equally, irrespective of any differences that they may have.

Children in the early years learn to follow well-established routines. Pupils, staff and parents commented positively on the recently introduced behaviour policy. They believe that it is fair and has helped to ensure that any misbehaviour is dealt with consistently and swiftly.

The school ensures that pupils benefit from trips and visits, including within the local community. For example, pupils spoke about visits to local woods, beaches and the theatre. This enables them to learn about the world beyond school.

Pupils also learn about different religions. This begins in the early years, where children find out about different festivals, such as Diwali.

The trust works effectively with the local governing body to hold the school to account for the quality of education that pupils receive.

The trust's support and challenge have led to sustainable change and improved outcomes for pupils. It is mindful of the importance of staff well-being when making changes and ensures that staff workload is reduced where possible. This helps staff to feel appreciated and valued.

They are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has recently refined the content of some subject curriculums.

These changes are relatively new and some pupils have gaps in their learning in these subjects. The school should ensure that the improvements to these curriculums support pupils to develop a strong body of knowledge. ? In a small number of subjects, the curriculum is not being taught as intended.

At times, some important content is missed. This hinders some pupils from securing the knowledge that they need for future learning. The school should ensure that staff deliver these curriculums as intended.