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All groups of pupils make good progress, often from low starting points. This includes those supported by the pupil premium. Pupils' attainment has risen over recent years and continues to improve.
Leaders have taken effective action to improve the quality of teaching. Pupils' behaviour is good. They value learning highly and show respect to one another and to adults.
The curriculum is creative and engaging. The school's provision for pupils' spiritual, moral, social and cultural development is outstanding. The headteacher leads the school with an unequivocal commitment to provide the best care and learning for... all.
Her vision is shared and pursued vigorously by governors and the whole staff team. Governors fulfil their duties conscientiously, including holding the headteacher to account. The Chair of the Governing Body leads with determination.
The school is a very safe place. Overwhelmingly, parents and carers are delighted with the school. Pupils in Reception class make good progress because of the good care and teaching provided.
It is not yet an outstanding school because: Teaching is not consistently effective in ensuring pupils start work quickly in lessons, that marking is routinely excellent and that teaching assistants make an outstanding impact on learning. In Reception class, teachers do not always make full use of information about children's progress when they plan activities and individual next steps. Senior leaders' evaluations of how good the school is do not always look closely enough at the achievement of different groups of pupils, and subject leadership is not consistently effective.
The school's special educational needs policy is not clear enough in how pupils' needs are identified. Minutes of meetings do not record well enough the way governors hold the headteacher to account.
Information about this school
Woodley CofE (Controlled) Primary School is a larger-than-average-sized primary school.
The proportion of pupils known to be eligible for free school meals, for which the school receives additional funding (pupil premium), is below average. Most pupils are of White British heritage. The proportion of pupils from minority ethnic backgrounds is below average, as is the proportion of pupils who speak English as an additional language.
The proportion of disabled pupils and those with special educational needs is below average. The school meets the government's current floor standards, which set out the minimum expectations for pupils' attainment and progress. Pupils attend the early years provision full time.
