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Pupils are proud to attend Woodlands Primary School.
The school has a culture based on nurture and inclusion. Staff have an astute awareness of the needs of the local community and strive to meet these. Pupils are compassionate towards others.
They attend well and are safe. If they have any worries, they have trusted adults who help them.
Pupils value the rewards they receive for their conduct and learning.
The school supports pupils to develop the 'Woodland's character.' Pupils are polite and engaging. The school environment is calm and focused.
Beyond the classroom, pupils socialise well. They have a mature understanding of why it is impor...tant to treat everyone fairly.
Staff have high aspirations for all pupils.
They ensure there is equality of opportunity for all to participate in the enrichment activities on offer. The school provides opportunities for pupils to find out about future occupations. For example, pupils attend careers fairs hosted by the school.
They learn about employment opportunities in science and technology. Pupils develop confidence and independence through positions of responsibility. These include being school councillors, peer mentors and climate change challengers.
What does the school do well and what does it need to do better?
The school has designed the 'Million Dreams' curriculum for all pupils. It is relevant and ambitious and builds from Nursery onwards. Important subject knowledge is broken down into digestible chunks.
This helps pupils to learn new information. As a result, pupils build knowledge over time and make progress through the curriculum. Pupils revisit learning regularly and apply what they know.
Staff ensure that pupils understand subject-specific vocabulary. For example, in science, pupils talk with understanding about the permeability of some rocks.
In a few subjects, the school has not outlined precisely what it is that pupils need to know.
This means pupils do not build on their previous learning. In addition, the school has not yet refined how it checks what pupils remember. As a result, misconceptions or gaps in knowledge are not always identified.
Staff identify quickly when pupils have special educational needs and/or disabilities (SEND). The school makes adaptations when necessary. This does not detract from pupils learning essential curriculum content.
A small number of pupils with SEND follow a curriculum that is tailored to their needs. The school is highly inclusive. Staff work with external agencies to provide additional support for pupils.
Consequently, pupils with SEND progress successfully and participate fully in school life.
Children get off to a flying start in Nursery. Staff understand the needs of children well.
Children develop resilience and independence through everyday tasks. These include putting on their own coats and wellingtons. Children develop important language and communication skills through, for example, singing rhymes and songs.
This helps to prepare them for learning how to read.
Children learn to read as soon as they begin Reception. Books match the sounds they know.
Staff support children who fall behind to catch up quickly. As a result, pupils gain the knowledge and skills they need to become fluent and confident readers. In all year groups, pupils read each day.
They are enthusiastic about the books they have read and are eager to make recommendations to others.
The school has thought carefully about how to support pupils' personal development. Pupils understand the importance of exercise and a balanced diet.
They develop a rich cultural understanding through visits to places of interest, such as Hampton Court Palace. Planned opportunities within the curriculum mean that pupils appreciate equality and diversity. Through such experiences, pupils build a deep understanding of life in modern Britain.
They have a secure knowledge of the fundamental British values and protected characteristics. They value others' opinions and beliefs.
The trust and local governors are knowledgeable about the context of the school.
They ensure that all pupils receive the best possible education. Staff appreciate the consideration that is given to their workload and well-being.
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 subjects, leaders have not outlined precisely the content of the curriculum or the sequence in which it is taught. As a result, pupils do not build confidently on what they already know or prepare for what comes next. The school should ensure that all subjects are sequenced in a way that supports pupils to build up their knowledge over time.
• In some subjects, the use of assessment is not as well developed as it is in others. Therefore, staff do not always identify where pupils have developed misconceptions or have gaps in their knowledge. The school needs to ensure that it accurately highlights gaps in pupils' understanding so that these can be remedied.
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2024 Primary and GCSE results now available.
Full primary (KS2) and provisional GCSE (KS4) results are now available.
