Woodland View Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel they belong in this warm and friendly school. The school's CARE values of 'community, adventure, respect and excellence' make a tangible impact on pupils.

Pupils feel they are listened to, are safe and know staff will help them with any worries they have. They recognise the importance of their learning, so lessons are calm and focused.

The school is ambitious for pupils, including those with special educational needs and/or disabilities (SEND).

Many pupils, including those with SEND, achieve well across the curriculum.

Pupils enjoy the many ways in which they contribute to the school. For example, the school council is proud to have made ...a contribution to designing the school's playground equipment.

Science ambassadors are helping to plan clubs for pupils at lunchtimes. Clubs, including football, Lego and the very popular Christmas decoration club are well attended.

The school plans for pupils to be healthy and active.

Pupils take part in the daily mile and can represent their school through many sporting activities. They are very proud of winning the football league cup.

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

The school has been working hard to implement a curriculum that is ambitious for all pupils, including those with SEND.

In most cases, pupils' learning builds well over time. Previous learning is revisited, and new information is presented clearly. For example, when learning in physical education, pupils learn to pass a ball with increasing accuracy over time.

However, there are some occasions when staff are not always using the school's chosen agreed method consistently to deliver learning. When this happens, misconceptions are not addressed and pupils repeat the same errors.

Generally, staff make appropriate adaptations to learning so that pupils with SEND access the same full curriculum as their peers.

There is careful consideration done to ensure plans are in place that have thought about pupils' needs. However, there are times when learning activities are not as precisely matched to pupils' needs. In these instances, pupils with SEND do not learn what they need to help them move on successfully to their next steps of learning.

The school's focus on reading pays off. The majority of pupils become competent and confident readers. Older pupils, including those with SEND, make informed book choices based on their interests, favourite authors, or genres.

Extra teaching for pupils who are still early readers when they join the school boosts their skills. These pupils benefit from the well-planned transition from the federation infant school. They are picked up straight away and start where they left off in key stage 1.

Staff ensure carefully matched reading books help these pupils to practise and consolidate their learning. Targeted small-group and individual work benefits those who continue to need more time to reinforce and embed their reading skills.

Well-established routines support pupils to behave well.

Pupils talk regularly about how to treat each other with respect. Staff are well trained to support the few pupils who require help to regulate their emotions due to their additional needs. Staff have the same high expectations for how these pupils should behave while making reasonable adjustments where appropriate.

The personal development programme is of a high quality. Pupils understand about staying safe, such as when online. The school ensures that pupils learn about healthy relationships.

Support for pupils with SEND ensures that they engage well with school life. Pupils experience a variety of trips, visits and theme days in school which enrich the curriculum. Pupils are proud of their achievements.

Younger pupils connect their visit to a museum to deepening their understanding of the Romans.

School leaders and governors work well together. They are focused on what can make the school even better.

Staff are well considered and included in decision-making. Staff value the opportunities they have to develop and improve their practice.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's delivery of the curriculum is not consistently effective in all subject areas. This means that pupils are not making as much progress as they could across the curriculum. The school needs to evaluate the effectiveness of teaching and assessment on pupils' learning and put in place support and training where needed.

• The school does not always ensure that learning is appropriate to meet the needs of pupils with SEND. Where this is the case, these pupils do not learn as well as they could. The school should ensure that the needs of pupils with SEND are well understood and that the curriculum is adapted to meet these needs with greater consistency.