Woodseaves CE Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils arrive at school with smiles on their faces.

Staff welcome and greet them warmly. Pupils are kind and caring towards each other. They behave exceptionally well in lessons and when moving around the school.

Pupils focus carefully during learning time and are highly motivated to achieve well. They know there is a trusted adult to talk to if they need any help. Everyone describes this school as a 'family'.

Staff know pupils very well and have built strong working relationships with them. The school has high expectations of all pupils, and pupils live up to these shared values. Consequently, there is an excellent focus around the school and pupils work har...d.

Pupils study a broad curriculum, including developing their understanding of how their brain works. This is helping them to manage their feelings and emotions.

The school provides a wide range of clubs, including rugby, craft and choir.

These activities help pupils to develop their talents and pursue their interests. Pupils are incredibly proud of the extra responsibilities they can engage in, such as being reading ambassadors, school council members, and head girl and head boy roles.

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

The school has designed an ambitious curriculum for all.

This includes pupils with special educational needs and/or disabilities (SEND). The curriculum is underpinned by the national curriculum. Careful thought has been put into developing the curriculum and it is sequenced well from the early years into Year 6.

Teachers have appropriate subject knowledge and present information clearly. However, sometimes they do not consistently identify and clarify pupils' misunderstandings during lessons. This means that, on occasions, pupils are not able to recall key learning.

In the early years, staff assess children's progress very well and use this information to plan next steps in their learning. They ensure that assessment is ongoing and considers the unique needs and abilities of each child.

The school has a sharp focus on ensuring pupils learn to read as soon as they join.

Pupils develop an understanding of phonics quickly. Staff regularly assess pupils and use this information to offer extra help when needed. If any pupil falls behind the pace of the phonics programme, staff provide swift and effective support to help them catch up.

As a result, pupils learn to read with fluency and accuracy. Leaders have put a number of strategies in place to promote an enjoyment of reading. In early years, there is a focus on ensuring that children acquire a wide vocabulary.

Staff help to develop children's communication and language skills highly effectively.

Staff identify the needs of pupils with SEND swiftly. They are well trained to ensure they can provide high-quality support for pupils with a range of needs.

Effective adaptations to learning are made to ensure that pupils with SEND can fully participate in lessons and understand what is being taught.

Pupils' behaviour is consistently very positive during every moment of their time in school. Systems to manage and promote highly effective behaviours are used consistently by all staff and are understood by pupils.

In early years, children are sensible and concentrate on activities. They listen and respond positively to adults and each other.

The personal development programme is embedded with care across the whole curriculum.

Teachers support pupils to develop their understanding of mental health and well-being really well. This helps pupils to make sensible choices and manage their feelings and emotions. All pupils access a range of educational visits each year that are linked to their curriculum and extra-curricular clubs.

Some pupils struggle to recognise and understand the community differences beyond the school. This leaves them less well prepared for later life.

Leaders consider the well-being of staff carefully and are mindful of the pressures of workload.

Staff's professional development is supported through a bespoke training programme. This supports the individual learning needs of each member of staff in the school. The governing body understands the strengths and priorities of the school.

It carries out its role effectively, providing appropriate challenge and support to leaders.

Leaders at all levels of the school and trust work with careful attention to develop staff. This helps ensure staff are well trained to deliver the school's curriculum.

There is a systematic approach to checking on the quality of work at the school. This helps leaders hold others to account for the improvements at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teachers do not identify and address pupils' misconceptions well enough. This makes it harder for pupils to recall the key knowledge they have learned and make links between their learning. The school should refine its assessment systems to ensure that any gaps or misconceptions are identified and closed in a timely manner.

• Some pupils do not fully understand the differences that occur in the world relating to culture, religions and people. This means pupils are not well enough prepared for life outside their locality. The school should refine their curriculum to ensure pupils are given more opportunities to learn about the differences that exist in people, cultures and religions, beyond their community.