Woodpecker Hall Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school and are eager to talk about their positive experiences.

Pupils typically learn an ambitious curriculum. They work hard and achieve well, including in national assessments. Pupils understand and exemplify the school's ambition of 'doing the right thing because it is the right thing to do'.

This helps to create a calm and orderly atmosphere where pupils feel safe and are kept safe.

Pupils have a voice in their school. They have a range of leadership opportunities and actively contribute to school life.

For example, older pupils read with their younger peers. Similarly, the school council has contributed to decisions abo...ut the lunchtime menu, as well as the creation of new clubs such as gardening and coding.

Pupils' well-being is carefully considered.

For example, pupils look forward to attending 'Dog Club' and spending time with Bella and Teddy, the school dogs. Pupils enjoy representing their school. For example, the netball team and football teams recently won their regional leagues.

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

The school has developed an ambitious curriculum which matches, and in places exceeds, what is expected nationally. Across all subjects, the curriculum is well designed and logically sequenced. Careful thought has been given to what children learn in early years and how they build their knowledge and understanding as they move through the school.

For example, in mathematics, children in the Nursery are introduced to number and counting through rhymes and stories. By the end of the Reception Year, children are confident in counting in different steps and recognising odd and even numbers. This provides a strong foundation for older pupils to solve increasingly complex calculations, including those involving ratios and fractions.

The curriculum is implemented well in most subjects. Teachers explain new ideas with precision and encourage pupils to draw on their previous learning across a range of subjects. As a result, pupils typically achieve well, including in national assessments.

Assessment is used well in most subjects to check what pupils have learned. However, there are areas where this is less effective. In these instances, the most important knowledge pupils need to secure is not checked as carefully.

As a result, some misconceptions are not identified or addressed swiftly. This limits the depth of some pupils' knowledge and understanding.

Pupils with special educational needs and/or disabilities are swiftly identified and well supported.

Staff are well trained to make appropriate adaptations to ensure, wherever possible, all pupils access the same ambitious curriculum. Pupils with more complex needs receive high-quality specialist support to access a well-designed curriculum that builds from their individual starting points.

Children's early language is well developed.

Staff in early years maximise every opportunity to develop children's vocabulary and extend their learning across each area of learning. Learning to read well is at the heart of Woodpecker Hall. For example, the 'read aloud' initiative promotes the importance of pupils reading for 15 minutes every day at home.

Pupils enjoy visiting 'Woody's Hangout', a cosy reading space, to use their token in the book vending machine. This encourages pupils to read widely and often.

Leaders have ensured staff have the appropriate training to deliver the chosen phonics programme effectively.

Phonics teaching starts promptly in early years. Staff regularly check pupils' understanding to identify any gaps in knowledge. Effective routines are in place to identify and support those pupils who need help to catch up.

Pupils practise reading using books that are closely matched to the sounds that they know. This means that pupils learn to read with fluency and confidence.

Pupils' personal development is exceptional.

The curriculum has been carefully designed to help pupils learn about important issues. For example, across the school, all pupils learn about financial literacy. This includes visits and workshops to understand how to manage money and the importance of savings.

Pupils access a wide range of additional activities. Those with particular talents in sports and music have the opportunity to further develop their interests.

Pupils behave well and exemplify the school's values.

This is because routines are established and well understood. Children in early years quickly learn what is expected of them. This helps to create a respectful, calm and orderly environment across the school.

Leaders have effective systems in place to manage attendance. As a result, pupils attend school regularly and on time.

Trust and school leaders have an accurate understanding of the school's strengths and priorities for further improvement.

Staff are proud to work here. They value the support they receive to develop professionally and to manage 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)

• If a few subjects, assessment is not used precisely to check what pupils have learned. In these instances, some pupils' knowledge and understanding are less secure. The school should ensure that assessment is used consistently to check pupils' understanding and to identify and address misconceptions that arise.