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Since opening the academy, senior leaders, directors and advisory board members have been exceptionally effective in creating an environment in which pupils become effective learners and thrive in their personal development. Children in the early years get off to a good start. Good teaching ensures that they progress well and make good progress in developing a wide range of learning skills and knowledge.
The teaching of reading, writing and mathematics is good throughout the academy. All groups of pupils in all year groups are achieving well in these subjects. Teachers mark work regularly and give pupils good advice as to how they can im...prove.
Pupils are encouraged to work in partnership with others and to work things out for themselves. Teachers use questions effectively to make pupils think, deepen their understanding, and challenge themselves to do their best. Pupils behave exceptionally well in lessons and around the academy.
They are polite and courteous to each other and adults. This helps make the academy a very safe place in which pupils feel comfortable. Pupils show caring attitudes towards each other.
They excel at sorting out problems for themselves and helping each other. Senior leaders check teaching regularly. They identify areas that need improving and provide prompt support.
As a result, the quality of teaching and pupils' progress have improved quickly since the academy opened. The academy trust and the local advisory board keep very close contact with senior leaders. They know about the academy's effectiveness very well through regular, detailed checks.
They set aspirational targets for the work of senior leaders and for teachers. They play a central role in planning for the academy's development and continued improvement. It is not yet an outstanding school because : Although pupils make good progress, they are still catching up from previous underachievement and attainment at Key Stage 2 is still only average.
The outdoor learning area for the early years does not provide enough stimulus to help children develop language and mathematical skills and knowledge through exploring and investigating. Adults sometimes give too much help to pupils who find communicating difficult. They do not give pupils enough opportunity to develop speaking and listening skills for themselves.
Subject leaders do not yet play a full role in checking the quality of teaching and pupils' progress in their subjects.
Information about this school
Woodhouse Primary Academy opened as a sponsored academy in September 2013. The academy is sponsored by ECMAT (Education Central Multi Academy Trust), based at Wolverhampton University.
The academy is larger than the average-sized primary school. Children attend Nursery part time and Reception full time. The majority of pupils come from a range of different minority ethnic backgrounds.
Of these, the largest groups, at around a tenth of the academy's roll, consist of Indian and Black Caribbean pupils. About two fifths of the pupils are White British. The proportion of disadvantaged pupils supported through the pupil premium (additional funding for pupils known to be eligible for free school meals or looked after by the local authority) is well above average.
The proportion of disabled pupils and those who have special educational needs is above average. The academy has a resourced provision for pupils with special educational needs. The provision caters for pupils with autism.
Currently, seven children from within the academy are supported through this provision. They work in class alongside other pupils or in the Rainbow Room. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.
There is a breakfast club each morning. This is managed by the governors and was included in the inspection. The headteacher is a local leader in education (LLE) and works with headteachers in other academies within the trust.
