Wood Street Infant School

Highlights from Latest Inspection

What is it like to attend this school?

There are lots of smiles at Wood Street Infants from pupils, staff and parents and carers alike. Positive relationships built on trust permeate the school. The pupils are kind and considerate of each other.

They are curious to learn more. Parents value the nurturing and inclusive atmosphere. There is a strong sense of community in this school.

Pupils feel safe and confident. The school's values help pupils build resilience and independence. Pupils speak about 'bouncing back' when faced with something they find tricky.

The school's 'giving back' scheme encourages pupils to show these values beyond the school gate. Pupils are proud of the awards they win throug...h showing care and compassion to others and by helping to maintain their environment through litter picking.

On the whole, behaviour in lessons is positive.

Occasionally, it can be a bit chatty and a few pupils lose focus. For the most part, staff deal with this well. The majority of pupils take the school's 'TEAM' rules seriously.

Pupils strive to be the best they can be.

The school is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils typically achieve well across the curriculum.

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

The school has designed a curriculum that is ambitious, broad and which meets pupils' needs. Staff know all pupils well in this small school. The school has established efficient systems to identify the needs of pupils with SEND quickly and accurately.

Teachers adapt learning well. They consider the unique needs of pupils with SEND carefully.

Learning starts well in early years.

The early years curriculum takes into account children's individual starting points meticulously. Staff focus on getting the most out of each interaction with a child. They model new vocabulary and expand on children's talk well.

As a result, children gain confidence using new words and phrases. Children are deeply engaged in the skilfully crafted learning activities that develop children's independence effectively.

Teachers have secure subject knowledge.

They present information clearly. The school has considered what it wants pupils to remember long-term. Teachers check this information and help pupils to remember it.

In some subjects, this is particularly effective. Pupils learn knowledge and skills that lay a secure foundation for future learning. For example, in art Year 1 pupils understand different collage techniques that they could use in their future art pieces such as scrunching, tearing and fringing.

However, in a few subjects within the wider curriculum, the learning sometimes consists of random facts. These facts do not always help pupils get better at the subject. They do not connect closely enough to what pupils need to learn and remember for the future.

This hinders pupils' learning.

Pupils learn to read swiftly. They build fluency and accuracy in their reading well.

Staff teach phonics accurately. Pupils who need extra support to keep up receive carefully considered targeted help. Pupils enjoy being read to, especially at the termly 'cocoa evening' events.

The school has introduced a new spelling scheme recently. This is having a strong impact on pupils applying their phonics and spelling knowledge when writing. However, pupils do not show a strong knowledge of how letters form and join.

They have not reached the level of fluency in their handwriting that they should have for their age.

The school has high expectations for pupils' behaviour. Generally, the school is calm, with classrooms focused on learning.

Most pupils meet the school's behaviour ambitions without prompting. Attendance is improving, but too many pupils remain persistently absent or arrive late. These pupils miss out on crucial learning.

The school does not check closely enough attendance and punctuality information to best understand trends, patterns and barriers.

The school prioritises pupils' personal development, including their mental and physical health. Pupils understand the importance of a healthy diet and exercise.

They learn a range of breathing techniques to help them stay calm. The school encourages pupils to care for others. For example, pupils raise money for a local hospice through the annual Christmas sponsored run.

Pupils enjoy dressing as elves, but, more importantly, they understand exactly why they do this event.

Governors fulfil their duties effectively. They know the school's strengths and development needs well.

Governors understand the challenges small schools face. Staff greatly appreciate the extra support they receive since joining the federation. They value collaborating with colleagues from the other school.

They benefit from the shared professional development opportunities.

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 few foundation subjects, there is insufficient emphasis on the most important knowledge that pupils need to know.

On occasion, pupils learn facts that are irrelevant for future learning. This hinders pupils' understanding over time as they do not make links between important concepts. The school should review what it is that they want pupils to remember long-term.

• Expectations for handwriting are not high enough. Some pupils struggle to write with the expected fluency and automaticity for their age. The school should ensure that pupils are provided with the support they need to develop fluent and legible handwriting.

• Some pupils, particularly disadvantaged pupils, do not attend school regularly or arrive on time. This prevents these pupils from achieving as well as they could. The school should continue to work with families, as well as review all attendance information, to improve pupils' attendance.

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