Woodton Primary School

Highlights from Latest Inspection

Outcome

Woodton Primary School continues to be a good school.

What is it like to attend this school?

School is 'nurturing and fun', 'All the staff are kind, and they always help you' and 'It's exciting' are just a few of the many positive comments that pupils gave about their school. Younger pupils enjoy working with the older pupils in the mixed-age classes. Pupils all agree that teachers expect them to work hard and try their best.

Pupils like and gain a lot from the wide range of activities on offer. Inspectors heard about the 'Kiddy Cook' club, making leek pasties for St David's Day, residential trips, karate club, trampolining club and many more clubs and activities.

All pupi...ls are in agreement that there is no bullying and they feel safe.

School is like 'one big happy family'. The school's motto is to 'love our neighbour'. This value was clearly seen in the caring behaviour of the pupils.

Older pupils take younger pupils under their wing and make sure that they enjoy their activities in lessons and in the playground. Pupils are well mannered and polite. They receive visitors warmly and are proud to show off their school.

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

Leaders have thought carefully about what they want pupils to learn and when. Pupils have the opportunity to revisit important learning, to help them remember the information. Pupils' work is of a good quality in a range of subjects.

Subject plans for geography have been developed more recently. As yet, teachers have not received training to ensure they confidently teach important geographical knowledge. This means that pupils' work in geography is not at the same standard as that seen in other subjects.

Pupils are enthusiastic about their reading. For example, pupils want to win the reading challenge, where they collect 'gems' for every book they read. Pupils have access to high- quality books.

Leaders have listened carefully to pupils' views about their reading experience. Pupils rearranged how library books are stored. This means that younger pupils can find their favourite books quickly and easily.

Reading progression is well-planned. There are many opportunities to read in lessons and for pleasure.

Pupils enjoy their mathematics learning.

Teachers ensure that pupils understand mathematical ideas before they move on to more difficult work. This helps pupils' confidence grow. Pupils are able to explain mathematical ideas to one another in helpful ways.

This is because teachers teach mathematical methods clearly.

Children in Reception learn the sounds for early reading as soon as they start school. Reception children are exposed to more words at an earlier stage as they learn alongside older pupils in their reading lessons.

Children learn to read quickly. Leaders ensure that early reading books match the sounds that children know. Children who need more time to learn to read get the support they need.

Leaders help parents to understand how to support early reading. The notes parents make in reading records provide useful information as to how well children have read at home.

Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers.

Adults know pupils' individual needs and capabilities. Teachers adapt their plans accordingly. This means that in lessons, pupils with SEND are provided for appropriately.

Helpful support, such as going over key words before lessons, enables pupils with SEND to overcome any barriers to learning. Pupils with SEND achieve well.

Provision for pupils' wider development is a strength of the school.

Pupils understand the core values of the school well. For example, pupils spoke about how 'aspiration' means to 'keep trying' and 'achieve our day-to-day goals'. Pupils value each other.

Many parents commented on how caring the school is. Several commented, via Ofsted's Parent View, that their child is flourishing at the school. Pupils receive many opportunities to learn about the wider world and how to contribute to society.

For example, pupils take part in charity work, and there are strong links with the local church. One pupil, who summed up the views of many, said, 'We need to have the knowledge to respect what others believe in.'

Safeguarding

The arrangements for safeguarding are effective.

Pupils know how to keep themselves safe. They are aware of stranger danger. For example, pupils say they download games with their parents' permission rather than play them online.

Adults are also kept well informed by leaders. Staff know the latest guidance on safeguarding and are vigilant. Procedures ensure that minor concerns are noted.

This enables leaders to have a clear picture of safeguarding for pupils. Leaders' record-keeping is thorough. Where referrals to agencies have taken place, leaders have made sure that pupils have received the support they need to be safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In some subjects, teachers do not have the guidance they need to teach key concepts well, for example in geography. Leaders need to ensure they provide teachers with the guidance and support they need to ensure that the planned curriculum is taught effectively.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good on 25–26 May 2016.