Woodhouse Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders are committed to providing a high-quality education for pupils. They are determined that pupils develop as rounded individuals.

A broad range of subjects are offered, including swimming lessons in the school's own pool. Pupils value the responsibilities they have, such as being a problem-solver or class web sheriff. These roles are carried out with pride.

Pupils say that they enjoy coming to school and appreciate how their teachers help them. Attendance is high.

Adults set high expectations of pupils' behaviour.

Staff are supportive and encouraging in their interactions with pupils. Pupils respond well to this. They are keen to participate, c...oncentrating well in lessons and developing very positive attitudes to learning.

Pupils say that bullying is rare because they are taught to be accepting of one another. They feel safe because they trust adults to resolve any issues that occur.

Pupils know that reading is an important part of their education.

They say they love reading. They feel inspired to read books from the '50 book challenge'. They talk with enthusiasm about the books that adults have read to them.

However, pupils who are behind with their reading do not always get the amount of practice they need to help them catch up as quickly as they could.

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

Following the reopening of school to all pupils in March 2021, pupils are now studying the full range of curriculum subjects. Leaders only reintroduced French more recently to allow for a focus on a recovery curriculum on pupils' return.

During school closures, leaders were determined that pupils experienced as an effective curriculum as possible. Parents say this was communicated well and engagement has been very high. The impact of school closures on pupils' learning has been minimal.

This is due to the proactive actions leaders have taken.

The school's curriculum is ambitious, including for pupils with special educational needs and/or disabilities (SEND). Subject leaders have been developing curriculum plans for their subjects over the last few years.

Leaders have identified the knowledge and skills which pupils need to secure to reach ambitious end points. Leaders have considered how this knowledge is sequenced over pupils' time in school, starting from Reception, so that knowledge is built cumulatively. Pupils achieve well in a range of subjects over time.

The knowledge they gain prepares them well for the next stage of their learning.

Leaders are determined that reading is a focus of the school's work. This can be seen in the displays around school, the books in class libraries and the high-quality texts used in the English curriculum and at story time.

As a result, pupils develop an enthusiasm for reading. They are keen to talk about the books they have enjoyed.

There is a consistent approach to teaching phonics.

Leaders have clear expectations about the phonics knowledge pupils need to acquire at key points from Reception to Year 2. However, the way the phonics programme is implemented is hindered by a lack of expertise from leaders and staff. For example, in the early stages of reading, not all books are appropriately matched to pupils' phonics knowledge.

This means that pupils are unable to read all the words in them. They then resort to other strategies, such as using the pictures to guess. Teachers use assessment to group pupils based on their existing phonics knowledge and the next steps they need to take.

However, for struggling readers, including pupils with SEND, teaching activities do not offer enough practice in the intended learning. There is too little attention to recapping previously learned sounds. Some games and activities leave pupils spending too much time waiting for their turn.

This means that they do not secure and embed their learning as quickly as they should.

Leaders make sure that pupils' personal development is considered well. Staff see this aspect of the curriculum as something they can all contribute to.

For example, a member of staff is currently promoting '30 days wild', encouraging pupils to take advantage of the great outdoors.

A caring and supportive ethos is evident throughout the school. Well-established systems and routines result in a settled start to the school day and a calm and purposeful environment for learning.

Positive relationships between staff and pupils are clear to see, and pupils behave very well.

Leaders have fostered a culture in which staff feel valued. Morale among staff is high.

Staff told us about the sense of teamwork and cooperation they experience. They describe the school as a collaborative team where everyone looks out for each other.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that a strong safeguarding culture exists within the school. Regular training for staff makes sure that the safeguarding culture is embedded. Staff are clear about how to spot any warning signs and are confident enough to raise concerns.

The curriculum includes opportunities for pupils to learn about managing risks. For example, the 'Respect' programme helps pupils to learn about safe relationships and keeping safe on the internet. External agencies are also involved in raising awareness of online safety for pupils and parents.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff and leaders do not have sufficient expertise in the teaching of phonics to further develop this aspect of the school's work. As a result, adults sometimes ask pupils to carry out activities which are not as effective as they need to be in securing pupils' learning. Some of the books for beginner readers are not matched to pupils' phonics knowledge.

This leads to them using alternative strategies, such as guessing using the picture. It dilutes the impact of the phonics teaching they are receiving. Consequently, some struggling readers do not catch up with their peers as quickly as they should.

Leaders should make sure that all staff and leaders are experts in helping all pupils, and particularly those who struggle, in learning to read as soon as they should. Leaders should check that teaching approaches are rigorous in terms of the quality and quantity of practice they offer. This must include making sure that all books for beginner readers are matched to pupils' phonics knowledge.

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