Woodcroft Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The head of school and executive principal provide strong leadership. They have reversed the previous decline in pupils' achievement and in the quality of teaching. The St Bart's Multi-Academy Trust, its leaders, governors and staff have transformed the school since the two previous inspections.

There is good capacity now to sustain improvement. Governance has improved since the previous inspection. Governors are increasingly influencing school improvement but could still be making more strategic decisions to hold leaders to account.

Pupils are proud of their school and feel safe, valued and supported. They are extremely well behaved, pol...ite and courteous. Leaders and staff make a strong contribution to pupils' spiritual, moral, social and cultural development.

This is a significant improvement since the previous inspections. Staff and governors have fostered a supportive school community. Most parents and carers are pleased with the changes made since the previous inspections and pay tribute to the efforts of a skilled and dedicated staff team.

Good teaching in all classes includes some outstanding practice. Pupils achieve well as a result. However, teachers could do more to assess how well pupils are learning and to identify gaps or misunderstandings and address these during lessons.

Pupils make good progress in reading, writing and mathematics. Attainment is rising by the end of key stage 1 and compares very well with the national average. Pupils in Years 3 and 4 also achieve well because the teaching builds on the good start made in key stage 1.

Although pupils achieve well, there is scope to offer the most able pupils more challenge in lessons. The school's curriculum is having a positive effect on pupils' personal and academic development. Sport and the performing and creative arts are good features.

However, pupils do not always study all subjects or topics in enough depth to build on what they have already learned. Nor do pupils have sufficient opportunities to apply basic skills in other subjects. Children in the early years get off to a good start.

The teaching of reading and phonics in the early years and key stage 1 is very effective.

Information about this school

This school is smaller than most primary schools. Early years provision comprises a Nursery class for three- and four-year-old children and one Reception class for four- and five-year-olds.

The Nursery opened in September 2018 and the children attend either part time or full time. This amounts to a full-time equivalent of up to 16 children. The proportion of pupils with SEND is in line with the national average.

The executive principal and head of school, who are employees of the St Bart's Multi-Academy Trust, were seconded to the school in April 2018 and replaced the previous headteacher who left. The chair of the governing body has been in post since January 2017. The executive principal oversees the work of this and other schools in the trust.

The St Bart's Multi-Academy Trust will become the responsible body for managing the school in July 2019. The trust has been providing support and training for leaders and staff since January 2018 in preparation for the school converting to become one of its academies. Approximately one third of the overall leadership and staff team have been appointed since the previous full inspection in July 2016.

The head of school will become the permanent head at the time of academisation. Staffordshire local authority has also supported the school since its previous inspection and has worked with the trust during this period of transition to becoming an academy. The school has close links with other schools in the Britannia Teaching School Alliance in Stoke-on-Trent.

Since the previous inspection in July 2016, one of Her Majesty's Inspectors (HMI) carried out a monitoring inspection in October 2017 because the school was judged to require improvement. The HMI judged that the senior leaders and governors at that time were not taking effective action to improve the school's effectiveness. Since then, there have been considerable leadership and staff changes, as well as strategic changes to the composition of the governing body.

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