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Woodstone Community Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Woodstone Community Primary School is an inclusive school that is at the centre of its community. Pupils are extremely happy at the school.
Its welcoming ethos and vision of 'Growing Together and Learning Forever' help to build a sense of family and pride. The school has high expectations for how pupils will behave and learn. Pupils want to meet these expectations and, as a result, behave impeccably.
All pupils, including those with special educational needs and/or disabilities (SEND), try their best.
...>Pupils benefit from different leadership opportunities. These include being on the Green Team, helping in the office or reading Silver Stories to older members of the community.
Pupils enjoy a range of sporting and enrichment opportunities. They know why it is important to develop their 'character muscles' and enjoy nominating their peers when they see these muscles in action.
Pupils know how to stay safe.
They like taking part in forest school activities. There is a clear focus on pupils becoming 'resilient learners' who can play their part in a team. Pupils know that being outdoors helps their physical and mental health and encourages a love of nature.
They say it is a 'joyful' experience.
What does the school do well and what does it need to do better?
The school has prioritised reading to ensure that all pupils can access the ambitious curriculum. The phonics programme is of a high quality and is taught by well-trained staff.
Books are mostly well matched to pupils' reading ability. Despite this, a few pupils struggle to secure their knowledge of phonics quickly enough. They continue to get support until they become confident readers.
Pupils can name their favourite authors and choose books from a wide range of texts.
The curriculum has been mapped out carefully. The knowledge that pupils need to know is broken down into small steps, from the Reception Year to Year 6.
Vocabulary is given a high priority in each subject. Pupils can use subject-specific language, such as algorithm and debug, correctly and with confidence. Careful thought has been given to how teachers deliver the curriculum.
There are opportunities for pupils to recap important information. Teachers often check for gaps in pupils' knowledge. However, these checks are not always effective.
Pupils sometimes spend too much time on things they already know and can do. There are also some variations in how often pupils get to work independently so that they can apply what they know.
Staff are knowledgeable about how to support pupils with SEND.
The school works effectively with external organisations to identify these pupils' needs. These pupils benefit from a range of in-class support, as well as lots of other appropriate help.
Children in the early years get off to a strong start.
They quickly develop learning routines that help them to concentrate on tasks. Staff create an environment where language and reading are emphasised. Well-planned activities link closely to what children are learning.
They are resilient and enthusiastic learners. Children play well together in the bright and welcoming environment.
The personal development offer is a strength of the school.
Pupils learn about the importance of age-appropriate, healthy relationships. The school places great importance on ensuring that pupils are fully included. They are united in saying that 'any discrimination is wrong and will not be tolerated'.
Pupils can also explain the practices of a range of different world faiths. They respect and celebrate diversity and difference. Pupils are well prepared for living in modern Britain.
Leaders know the school well. They work closely with their collaboration of local schools to provide staff with training and support. When needed, they access external networks for mathematics and English so that they can continue to improve the curriculums in these subjects.
This helps the school to focus on its key school improvement priorities.
The school engages very well with its local community. As one parent, typically, said: 'This is a lovely school that is a great asset to our village community.'
Parents value the range of opportunities available for their children. Parents are keen to recommend the school to others.
Governors know their responsibilities well.
Leaders and governors work together closely to make sure that all staff feel highly valued and supported. All staff say they are proud to work 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)
• Sometimes, pupils spend too long going over work that they already know and can do. As a result, they do not move through the curriculum as swiftly as they might. The school needs to ensure that staff know when pupils need more time to secure their knowledge and when pupils are ready to move on to the next stage.
• There are variations in how often teachers guide pupils and how often pupils learn independently. As a result, pupils do not always develop the necessary independence or learning fluency that they need. The school must make sure that pupils have enough chances to be directed in their learning and sufficient opportunities to work independently on tasks so that they can practise and apply what they know.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good for overall effectiveness in February 2016.
