Wood End Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Wood End Primary School. It is an inclusive and welcoming place. Pupils value being part of the 'Wood End jigsaw puzzle'.

Their individual needs are recognised and their uniqueness celebrated. One captured this well stating, 'everyone fits together like a jigsaw and together we are complete'.

The school has high expectations for what pupils can achieve.

Pupils behave well. They are polite and well-mannered. There is a calm and purposeful environment in classrooms and around the school.

This begins in early years, where children quickly learn and follow daily routines. Pupils leave the school well equipped for the challenges of ...secondary education.

Pupils feel safe.

They show high levels of respect for each other. Relationships are positive between adults and pupils. Pupils identify trusted adults within their own personal network.

Pupils are confident that adults listen to them and support them with any worries.

The personal development offer in the school is of an exceptionally high quality. Pupils, as well as parents and carers, value the wide range of extra-curricular clubs and activities on offer.

Innovative opportunities, such as parkour and zorbing, enhance pupils' strengths, talents and well-being. They are accessible for all pupils and participation is high.

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

The school has designed a broad and ambitious curriculum.

Learning is carefully sequenced, so pupils build on their knowledge as they move through the school. There are regular opportunities for pupils to recap on previous learning. The curriculum makes links to the local area.

For example, pupils carry out geography field work in the locality. They study maps of the school and the surrounding area. The school plans an extensive programme of trips, visitors and activities.

This enriches the curriculum and brings learning to life.

The curriculum starts in the early years where children get off to an excellent start. It supports children to develop their understanding in all areas of learning.

Children develop positive learning behaviours, independence and resilience. They interact well with each other and concentrate on tasks for sustained periods of time. Children in early years learn confidently both inside and in the outdoor setting.

Throughout the school, learning is adapted carefully to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND). Staff know pupils' individual needs well. As a result, pupils with SEND learn the same curriculum as their peers.

The curriculum is still being embedded and is not yet implemented consistently. Due to some staffing changes the school has not yet been able to ensure that all staff have the subject knowledge and expertise to teach the curriculum in the depth expected. As a result, pupils' knowledge is more developed in some areas of the curriculum than in others.

For example, pupils can recall historical facts from periods of history they have studied. However, they are less confident when designing a fair science investigation.

Reading is at the heart of the curriculum.

Pupils begin to learn to read as soon as they start school. There is a sharp focus on developing children's communication and language skills in the early years. This helps them to gain the vocabulary they need for future learning.

All staff have the expertise to ensure that there is a consistent approach to the teaching of phonics and reading. The school regularly checks pupils' phonics knowledge and identifies those who need extra support. These pupils receive the help they need.

Reading books match pupils' phonics knowledge accurately. This supports pupils to read with fluency. Teachers read and discuss high-quality texts with their classes.

As a result, pupils develop their reading skills and a passion for reading.

The curriculum is successfully designed to enrich pupils' lives and develop their character. Pupils are very well prepared for life in modern Britain.

They talk confidently about what British values mean and how they relate to their own lives. Pupils understand about healthy relationships and know what it means to be a good friend. Pupils enjoy taking on leadership responsibilities across the school.

For example, play leaders organise games on the playground. Health ambassadors lead assemblies promoting the importance of staying physically and mentally healthy. These roles make pupils feel proud and help them to set a positive example to others.

Staff are very positive about the school. They work closely together and support each other well. There is a collective vision to support every individual pupil who attends the school.

The trust maintains an effective oversight of the school. This helps to ensure that school leaders are accountable for the quality of education at the school. Governors know the school's strengths and areas for improvement well.

They provide good support and challenge to the school. Parents are very positive about 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 implementation of the intended curriculum is not yet consistent. As a result, some pupils do not yet build their knowledge as well as they could. The school should ensure that the curriculum is implemented effectively to ensure pupils learn well over time and progress as well as possible through the curriculum.