Woods Bank Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Woods Bank Academy are well behaved, polite, and have good manners. They form positive relationships with staff and each other.

The school sets high expectations for pupils' learning and behaviour. Pupils meet these expectations well. Many pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Pupils are well prepared for the next stage of their education.

Pupils enjoy their learning and feel valued and safe. They know who to talk to if they are worried about anything.

Pupils are proud of their roles as anti-bullying and reading ambassadors. They help resolve conflicts and support other pupils at pl...aytime. They also help younger pupils with reading.

These roles help pupils learn about leadership and how to support one another. This creates a friendly school, where everyone looks out for each other.

The school uses a structured approach to teaching phonics and reading.

Pupils enjoy reading and confidently discuss books they have read with enthusiasm.

Pupils enjoy a well-structured curriculum that builds knowledge across subjects. This includes children in the early years.

However, in the early years, staff do not yet communicate well enough with children in order to support their learning. Some learning activities are not easily accessible, which limits children's learning.

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

The school has worked hard to improve the curriculum.

It has carried out a thorough review and made significant changes. As a result, pupils now benefit from a well-structured and ambitious curriculum, which sets out the key knowledge and vocabulary for each subject. This sequenced approach helps pupils build on their learning step by step.

The school has introduced a structured approach to teaching phonics and reading. Staff are well trained and deliver the phonics programme consistently well. Children begin learning phonics as soon as they join the school.

Pupils who struggle receive extra help from staff when needed. Pupils read books that are matched to the sounds that they have learned. This approach is helping more pupils to read confidently.

Teachers read to pupils often, which further fosters a love of reading.

Most teachers deliver the curriculum well. However, some do not check pupils' understanding regularly enough.

They do not always use questioning or retrieval practice effectively. This means some pupils do not build on previous learning well. Occasionally, where subject knowledge is less secure, teachers introduce new concepts before addressing key gaps in pupils' knowledge.

In the early years, there is a clear focus on phonics and mathematics. However, staff interactions with children vary in quality. Some staff do not present information clearly enough or promote discussion to support learning.

This is because some staff are still developing their expertise in delivering the early years curriculum. Some activities lack effective adult guidance. Others are not well structured.

This limits children's progress and development in the early years.

The school's pastoral care is a significant strength. The pastoral team provides targeted support for pupils with emotional and behavioural needs.

Staff are well trained and have introduced effective strategies, such as 'calm corners'. Staff work with external professionals when needed. This helps create a nurturing environment, where pupils feel supported and can thrive.

All pupils understand the school's behaviour system. They follow the rules well. When needed, pupils get time to think about their actions.

They value this time and say it helps them make better choices. This approach supports pupils in thinking and making better choices and helps pupils learn from their mistakes.

Staff have received appropriate training to meet the needs of pupils with SEND.

This helps these pupils learn the curriculum alongside their classmates. As a result, pupils with SEND often achieve well.

Pupils enjoy a range of clubs and trips that enrich their learning experiences.

These include football and dance. They also go on outdoor trips and visit places like gardens, beaches, and theatres. These activities support different parts of the curriculum.

Pupils respect various beliefs and values. This helps build tolerance and understanding.

Staff feel valued and supported by the school.

The school considers teachers' workload and well-being. Teachers appreciate the training and networking opportunities offered by the trust. They are proud to work at the school and feel their opinions are heard and respected.

The governance of the school is effective. Those responsible for governance visit the school often. They talk to staff and pupils to understand the school's priorities and needs better.

They provide effective challenge and support to the school. As a result, they help improve the quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not check pupils' understanding effectively. This means some opportunities for some pupils to revisit and build on knowledge are missed. The school should ensure that all teachers can make effective use of a range of suitable strategies to help pupils retain and recall their learning.

• On occasion, teachers' subject knowledge is not secure enough. In these cases, new concepts may be introduced before pupils are secure in previous learning. The school should ensure all teachers have the subject knowledge they need to recognise when pupils may need to re-visit or practise their learning.

• In the early years, some staff interactions are not as effective as they should be in developing language and communication skills. As a result, some children are not making as much progress in these areas as they could. The school should ensure all early years staff promote language development consistently, in line with the school's vision for early years education.

• In the early years, some learning activities are not easy for all children to access. This means not all children participate or learn as well as they could. The school should ensure activities used in the early years support all children's learning and development across all areas of the curriculum.