Woodloes Primary School

Highlights from Latest Inspection

What is it like to attend this school?

A strong, inclusive ethos is at the heart of this school.

Pupils are polite and well mannered. They welcome visitors and are proud to show off their school. They talk confidently about the school values of PRIDE: perseverance, respect, integrity, diversity and excellence.

Pupils can explain why it is important for everyone to be treated equally and with respect. They understand the importance of a good education and keep trying when they find work difficult.

The school has high expectations of behaviour, and pupils respond positively to these.

Children in early years settle well and begin to learn how to manage their feelings and behaviour. Older pup...ils look after younger ones. They readily share and take turns on the playground and help each other in class.

Relationships between staff and pupils are warm and respectful. As a result, pupils feel happy, safe and secure in school. They know who to talk to if they have any concerns.

The school sets high expectations for pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils listen carefully in lessons and are proud of their work. Recent changes have led to improvements in the curriculum, and standards are rising.

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

Pupils with SEND are supported well and make good progress. This is because the school accurately identifies their needs and meets them successfully. Staff are trained to adapt learning where necessary.

This ensures that pupils with SEND access the same learning as their classmates.

The curriculum is well designed and sequenced. It is ambitious for all pupils.

Some subjects have been successfully revised in order to raise standards, but more time is needed for this to fully take effect. However, not all subjects contain guidance that helps teachers to provide more challenging activities. At times, pupils are not provided with learning that allows them to apply, deepen or extend their understanding.

This means that some pupils do not achieve as well as they could.

The importance of reading is recognised across the school. A new library is being created and incentives have been introduced to encourage pupils to read more at home.

These new opportunities have been greeted with excitement and enthusiasm and pupils are keen to talk about the books they are reading. The teaching of phonics has been a recent focus. A new scheme has been introduced and training for staff has been prioritised.

Children learn sounds through songs and rhymes in nursery so they are ready to learn phonics when they join the Reception class. They benefit from a range of new books that closely match the sounds they are learning, and standards have risen. However, some pupils who did not fully benefit from the new approach need more support to reach reading levels that will allow them to access their learning with greater independence.

Staff receive high-quality training and demonstrate secure subject knowledge. They explain new learning well and plan activities that help pupils to gain a good understanding of the new learning. Recall activities help pupils to remember what they have already learned before adding new knowledge.

Teachers check pupils' understanding effectively. However, they do not always make the best use of the opportunity to move pupils on when they have demonstrated their understanding of the taught content or when they have completed their learning. Valuable learning time is sometimes wasted while pupils wait for others.

Pupils behave well and show consideration for others. The new behaviour policy takes a positive approach and rewards good behaviour. This is proving popular with both pupils and parents.

Attendance has improved. The school understands the importance of regular attendance and continues to keep this as a priority.

The school has successfully planned opportunities for the personal development of pupils across the curriculum.

This starts in early years where children learn how to make and keep friends. Pupils enjoy the range of extra activities that are available to them. They also benefit from a variety of opportunities, such as participation in an eco-project with the neighbouring special school, but they do not have enough opportunities to make decisions about their school or to practise their leadership skills.

Pupils demonstrate a strong understanding of fundamental British values. However, more work is needed to strengthen pupil's awareness of other religions and cultures so that they are well prepared for life in modern Britain.

Governors know the school well.

The trust has supported the school effectively in developing the curriculum and making changes that have led to significant improvements, resulting in higher standards. The new headteacher has quickly identified areas for improvement and gained the support of staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in some subjects, for some pupils, does not deepen their learning and understanding sufficiently well. As a result, pupils do not learn as well as they could. The school should ensure that these pupils are sufficiently challenged so that their understanding is extended and deepened.

• Pupils who complete the planned work before their peers often have to wait for them to finish before their learning is moved on. This results in valuable learning time being lost in class lessons and intervention groups. The school should ensure that appropriate activities are planned so that pupils continue to practise and consolidate their learning.

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