Woodside Green, A Share Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Woodside Green is a safe and happy community. Pupils learn well and enjoy coming to school.

Staff have high expectations of pupils. Pupils with special educational needs and/or disabilities (SEND) are supported well, including those with complex needs. Children in Nursery and Reception are well cared for.

They are ready for the demands of Year 1.

The school motto, 'ready, respectful, safe', underpins pupils' positive attitudes and behaviour. Bullying is extremely rare.

Staff are highly effective in resolving pupils' problems. Good manners are embedded. Pupils treat each other, staff and visitors with respect.

Lessons are calm and purposeful.... Staff make sure pupils are attentive and stay on track.

A range of clubs is available to pupils.

The multi-skills club is especially popular. This club provides opportunities for pupils to develop movement and balance skills, which further enhances their learning of the physical education curriculum. Pupils also have opportunities to go on residential trips and visits.

Leaders plan these activities with care so that they support pupils in learning the curriculum. Leaders have created 'ambassador booklets' to help pupils build social and emotional skills. The booklets provide tasks for pupils to complete at home.

They are highly effective in building pupils' self-esteem

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

Leaders have developed an ambitious curriculum. Teachers re-visit important knowledge to help pupils remember what they learn. Teachers set work that ensures pupils secure the basics and develop deeper understanding of the subjects they learn.

In most subjects, the curriculum is well established. However, in a small number of subjects, such as French, the curriculum is very new. Pupils do not learn as well in these subjects.

Teachers usually know exactly what pupils need to learn. They address misconceptions and fill gaps pupils have in their knowledge. Occasionally, the knowledge pupils need to help them develop new skills is not broken down in enough detail.

Leaders are working to improve this so that teachers are consistently clear about what pupils need to learn.

Leaders prioritise reading. Staff are well trained to help children learn to read quickly.

Against the backdrop of COVID-19, some pupils are still catching up with their reading. Leaders consider how pupils are grouped to make sure pupils' needs are met.

Children in the early years are nurtured and learn well.

Staff are very knowledgeable. A strong curriculum is in place. The teacher-led sessions are supported by well-planned activities that further develop children's learning.

Leaders have carefully planned a curriculum that supports the children's social and emotional development, as well as their academic learning. There are clear routines in place that help pupils to feel safe. As a result of skilful adult interactions and communication opportunities, children develop the language and social skills they need.

Pupils with SEND are well supported. Teachers adapt the curriculum where it is needed to ensure that all pupils achieve the best outcomes. Some pupils have a high level of need.

They get the right support. All pupils are included in the life of the school and are made to feel welcome. Pupils who sometimes struggle to manage feelings are supported effectively.

Staff manage this positively. They quickly and calmly get things back on track.

Leaders and staff have greatly improved the school by working so well together.

Trustees provide frequent opportunities for staff training and development. Staff learn from each other and from staff at other schools within the trust. They share planning and resources.

This helps to reduce teacher workload. Staff morale is extremely high. They look forward to coming to school.

Pupils are prepared for life in modern Britain. They learn about other cultures and faiths. They know how to stay safe, including online.

Pupils understand that there are lots of different types of families. They embody the British values of respect and tolerance. Pupils are proud of themselves and of their school.

They cope well with new experiences, such as reading aloud to inspectors. During the inspection, Reception children enjoyed learning French for the first time.

Safeguarding

The arrangements for safeguarding are effective.

Leaders work well with local families, which helps them to keep pupils safe. Parents and staff work together to look after children who need support. Leaders make timely referrals for external help, for example from social services, where needed.

Staff are proactive in keeping pupils safe. They know about the range of potential risks to children. Staff know pupils well.

Pupils are comfortable to tell staff about any worries they have. They feel safe and they are safe.

Recruitment checks are carried out to ensure all staff are appropriately vetted before they start to work at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, such as French, the curriculum is not embedded. Pupils do not learn as well in these subjects. Leaders should ensure that they continue to embed the new curriculum so that all subjects are consistently strong.

Occasionally, the knowledge that underpins the skills pupils learn is not broken down sufficiently well. Some teachers are not clear what knowledge pupils need to learn first, so that pupils develop these skills. Leaders should ensure that teachers know precisely what knowledge pupils should learn when they are developing a new skill.