Woodrow First School

Highlights from Latest Inspection

What is it like to attend this school? '

We care, we share, we learn together' is at the heart of Woodrow First school. Pupils and staff show this as soon as you enter the building.

Pupils speak positively about the support they receive from staff and enjoy learning. There is a strong culture of safeguarding and well-being across the school. Pupils are safe and say they are happy in school.

Staff and pupils talk about the school being a 'family community'. Parents and carers agree. They are very supportive of the school and its ethos.

There is a purposeful atmosphere around the school. Pupils focus on their learning well, work hard and want to learn. Teachers speak calmly with any pupil who loses c...oncentration and offer support to regain focus.

During social times, pupils mix with others in a calm and orderly manner. Pupils know who to talk to about any concerns they may have.

The school places a strong emphasis on pupils' personal development.

Pupils learn about their health and well-being. Pupils also develop their leadership roles. For example, Year 4 pupils enjoy the responsibility as 'play leaders' with younger pupils.

Many pupils take part in a range of enrichment opportunities, such as multi-skills and book clubs.

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

The school has developed a highly ambitious and well-sequenced curriculum, including in the early years. All pupils follow this curriculum.

However, despite this ambitious curriculum, some pupils do not achieve as well as they should. This is because some aspects of the curriculum are not as fully developed as others. For example, the school continues to develop its approach to writing.

While some aspects of pupils' writing have improved, the school is aware that more work is needed to embed pupils' key writing skills further.

In the early years, the children get off to a positive start. Teachers provide activities that are well matched to children's needs.

Staff model effective communication, supporting children to develop language and independence. This results in high-quality interactions. The classroom and the outdoor environment are engaging.

Children are happy and thriving.

The school has accurately identified the important things that pupils need to know to succeed. Most teachers present new subject matter clearly.

Most pupils remember their previous knowledge well, which helps them to understand new learning. However, in some subjects, teachers do not use assessments effectively enough to check whether pupils have secured the knowledge they need for subsequent learning. Therefore, pupils' gaps in learning are not addressed.

This means that sometimes teachers move pupils on to new work before they are ready to do so and this slows their learning.

The school quickly identifies pupils with special educational needs and/or disabilities (SEND). 'Pupil passports' give precise information to staff about pupils' individual needs.

Most teachers use this information effectively to adapt their teaching. Reading is a priority at this school. Pupils become familiar with the sounds letters make and how to blend these into words and sentences.

Teachers give extra support through 'catch up' and 'keep up' interventions, where needed. All pupils have access to a wide range of books to read and enjoy. This encourages all pupils to read regularly.

Pupils display excellent self-control and highly positive attitudes to learning. Staff and pupils share highly respectful relationships. This creates an open and encouraging culture, where everyone is equally valued.

School attendance is high. The school has robust systems in place to support absent pupils to come back into school and to catch up missed work quickly.

Pupils' well-being is at the forefront of leaders' vision, including promoting pupils' positive mental health.

The personal, social, health and economic (PSHE) curriculum is well planned and sequenced. Pupils learn about topics such as water, fire and online safety well. Educational visits and experiences are in place to enhance the curriculum.

Pupils enjoy their trips to science museums and their residentials.

All leaders, including those responsible for governance, know this school well. They understand how the local context impacts on pupils' learning and attendance.

Leaders review and develop all aspects of the school. However, the school has not fully evaluated precisely which actions are the most effective in addressing shortcomings. For example, the school does not have a good enough understanding of why the progress of some pupils, such as pupils with SEND, is not as strong as it should be.

The school has implemented a well-thought-out professional development programme for staff, which staff welcome. Leaders carefully consider staff workload, which staff are appreciative of.

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 has not fully developed and embedded its approach to writing across all classes and year groups. As a result, too many pupils do not develop a full range of writing skills and knowledge by the time they leave the school. The school should ensure that the key writing skills and knowledge are developed and embedded rapidly to support all pupils to make further progress.

• In some subjects, teachers do not use assessments well enough to check pupils' understanding or identify gaps in their learning. Therefore, pupils' gaps in learning are not addressed and they struggle to build on what they know. The school should ensure that all teachers use assessments consistently to identify and address any gaps in pupils' learning so pupils can progress well across the curriculum.

• The school has not reviewed and analysed some of its improvement actions as carefully as it should. This means that the school does not always know the effectiveness of its strategies to support pupils' progress and development. The school should ensure that it precisely analyses the effectiveness of improvement strategies to ensure they make a positive difference to all pupils' education.