Woburn Lower School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils believe Woburn Lower School is a special place.

They are immensely proud to be part of a learning community that has occupied the school's historic buildings for over 400 years. Pupils' enthusiasm for learning permeates the school. Their positive attitudes, along with adults' high expectations, result in most pupils achieving very well.

Pupils regard the school's small size as a strength. They love the way everyone gets to know each other well. This includes the adults.

The strong bonds that are formed between adults and pupils mean that pupils feel safe and happy at school.

Adults model the behaviour they expect from pupils. They establish cl...ear routines and high expectations from the moment children join the Reception class.

These set the foundations for excellent behaviour as pupils move through the school. If pupils' enthusiasm leads them to forget the expectations, a gentle reminder gets them back on track.

Pupils appreciate the many ways in which people are different.

They value and respect diversity. The range of opportunities for pupils to contribute to the school community and develop their character is impressive. Roles such as house captains, ambassadors and school councillors enable pupils to develop leadership skills and responsibility from an early age.

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

The school's curriculum is broad and ambitious. It is carefully designed to meet the needs of pupils in the mixed-age classes. In most subjects, the curriculum identifies the key learning for each year group.

The curriculum sets out a logical sequence for the teaching, so that pupils build up deep and detailed knowledge over time. Overall, pupils achieve well, particularly in English and mathematics.

In a small number of subjects, the school has not yet identified what pupils should learn with enough precision.

The curriculum in these subjects does not clearly define the order in which pupils should learn key knowledge. This means that pupils do not build their understanding of the subject over time. As a result, pupils do not learn as well in these subjects as the school would like them to.

Reading is at the heart of the curriculum. Pupils read widely and often. They listen attentively to the stories adults share with them.

Early reading is taught effectively through daily phonics lessons. These start as soon as children join the Reception class. Teachers identify any pupils who need extra help early.

Pupils get tailored support so that they can progress. Consequently, most pupils quickly become competent and keen readers.

Teachers are confident about the subjects they teach.

They use questioning skilfully to check what pupils know. If misconceptions arise, teachers address these promptly and adjust their teaching if necessary. They present new concepts clearly and use a range of methods to make learning memorable and fun.

These include songs, games and drama. In French, for example, children in the Reception class learn to name parts of the body by singing 'Heads, shoulders, knees and toes' in French. In key stages 1 and 2, pupils act out the nativity story in French.

Pupils behave extremely well in lessons and around the school. Their classrooms are calm spaces where learning is not disrupted. The dining room is a sociable place.

Older pupils help younger pupils with their lunches. Pupils' positive attitudes and strong relationships mean they attend school regularly. The school's strong links with families help it to tackle any attendance issues that arise.

There is a robust system for identifying pupils with special educational needs and/or disabilities (SEND). The school ensures these pupils access the same curriculum as their peers. Staff adapt resources or provide pupils with additional support.

This enables many pupils with SEND to achieve well.

The school's programme for pupils' personal development is extensive. A wide range of clubs is available to all pupils.

Some, such as comic club, are run by the pupils. Trips and visitors enhance the curriculum. For example, a 'faith tour' of places of worship supplements pupils' learning about world religions.

The school has strong links with the local community. Pupils relish their visits to the school allotment or working as young curators for the heritage museum next door.

Pastoral care is a priority.

The school intervenes swiftly to nurture and support vulnerable pupils. This helps them become resilient, confident learners. Staff well-being is equally highly valued.

Leaders, including the governing body, ensure staff get the training and support they need to deliver the curriculum. Governors are committed to leaders' ambitious vision. They provide strong oversight, support and challenge so that the vision is realised.

Staff and parents have an extremely positive view of 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)

• In a small number of subjects, curriculum plans are not sufficiently precise.

They do not identify endpoints for pupils, nor do they set out the sequence of learning pupils will follow to reach those endpoints. As a result, pupils do not learn as well in these subjects as the school would like them to. The school should ensure that the curriculum in these subjects precisely sets out the knowledge pupils should learn and the order in which they should learn it, so that all pupils reach the endpoints the school has identified for them.

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