Dudley Wood Primary School

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About Dudley Wood Primary School

Name Dudley Wood Primary School
Website http://www.dudley-wood.dudley.sch.uk
Ofsted Inspections
Head Teacher Mr Jon Beacham
Address Dudley Wood Road, Dudley, DY2 0DB
Phone Number 01384900640
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 438
Local Authority Dudley
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this school and feel safe. This is because they have positive relationships with staff and each other. They say that the best thing about school is the teachers and 'how much people care'.

Pupils listen attentively in lessons and work well together in groups. However, the quality of education is inconsistent. In some subjects, pupils do not learn as well as they could.

Sometimes, the work they do is too easy for them and does not make them think deeply enough. Pupils who find reading more difficult do not always get the right support they need to catch up quickly. In early years, children are not given activities that help them build on their learn...ing from one day to the next.

Pupils behave well in the classroom and on the playground. Pupils are proud of being respectful and having 'good manners'. Bullying does sometimes happen, but staff act immediately to sort out any problems.

Pupils learn a wide range of subjects. They particularly like music lessons, where they learn to play different instruments. Pupils have now returned to swimming lessons.

They also enjoy other activities, such as choir and tag rugby.

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

Leaders, including governors, want the very best for all the pupils in their care. However, the school has experienced a turbulent time during the past few years, including, but not solely, related to the pandemic.

Until recently, the school has not been well supported by the trust. This has made it difficult for leaders to make the improvements necessary to provide a good quality of education.

The school is now approaching a more stable period.

Leaders have worked hard to begin a much-needed overhaul of many areas of the curriculum. They have focused on subjects such as music and art. In these subject areas, staff have had training to improve their subject knowledge.

This has helped them to plan lessons appropriately so that pupils learn and remember the right things. For example, in music, Year 1 pupils use vocabulary such as 'dynamics' and 'baroque'. However, in other areas, including mathematics and early years, leaders have not identified the key knowledge that pupils need to learn and by when they need to learn it.

Neither curriculum leaders nor staff have had the training they need. As a result, staff do not always know what to emphasise in their teaching and pupils do not know and remember what they need to.

Staff's subject knowledge in phonics varies and there is a lack of consistency in teaching early reading.

Consequently, some pupils fall behind and cannot read fluently or confidently. These pupils do receive extra support, but it is not always effective in helping them to catch up. The teaching of reading throughout key stage 2 is more consistent.

Pupils develop their understanding of a wide range of vocabulary and other key skills. However, some pupils across key stage 2 are still at the early stages of reading. These pupils do not receive a sufficiently structured approach to intervention and support.

The quality of provision for pupils with special educational needs and/or disabilities (SEND) also varies. For some pupils, effective support and a carefully planned curriculum help them to make good progress. For example, children with social, emotional and mental health needs in Year 4 benefit from well-focused intervention and adaptations.

This ensures that they access and learn the curriculum. Others do not learn as well as they should. This is because assessments of what pupils can do are not used well enough to plan the next steps.

Some pupils struggle because tasks are too difficult for them, while others are given work that is too easy.

Pupils' attendance at school is improving. Leaders work closely with families and are vigilant in tracking attendance.

They make their expectations clear, and support pupils in returning to school when they have been absent. Pupils behave well in school. Bullying is not tolerated, and pupils know this.

There is no disruption to learning due to poor behaviour choices.

Pupils enjoy a range of opportunities to broaden their experiences. For example, there is an active eco-committee that has organised a whole-school tree-planting event to commemorate the Platinum Jubilee.

Some pupils play in a cornet 'super group', and others take part in an increasing range of competitive sports. Pupils also talk enthusiastically about forest school and opportunities to raise money for charity.

Governors know the school well.

They have worked hard to ensure that leaders are now getting the support and financial resources they need to make the necessary improvements.


The arrangements for safeguarding are effective.

Leaders make checks on all staff working with children to make sure that they are suitable to do so.

They also deliver training to all staff to help them to identify anything of concern. Staff know what to do if they are worried about a child and to whom to report this. Leaders follow up any issues and make sure that families get the right help and support to keep pupils safe.

Pupils learn about how to keep themselves safe while in the community and when online. They know whom to talk to if something worries them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching of phonics is inconsistent.

Not all staff have the subject knowledge they need to teach early reading effectively. Additional support to help pupils catch up is not strategically planned. This means that some pupils do not read fluently or confidently enough for their age.

Leaders should ensure that all staff have the necessary subject knowledge to teach phonics effectively. Leaders should also make sure that a consistent approach for both teaching phonics and catching up is established. ? Leaders in some curriculum areas, including early years and mathematics, have not identified the knowledge they want pupils to know and remember.

As a result, pupils do not always remember the most important parts of the intended curriculum. Leaders should ensure that all staff know what to emphasise so that pupils know and remember more. ? Some pupils with SEND do not receive a good quality of education.

For some, the work set is too easy and for others it is too difficult. This means that some pupils with SEND do not progress well through the curriculum. Leaders should ensure that all staff provide an appropriate level of challenge and support for pupils with SEND so that they achieve the best possible outcomes.

• Until recently, professional development has not always focused on the right things. As a result, staff's subject knowledge in some key areas of the curriculum is weak. Leaders need to make sure that all staff have the training they need to improve their subject knowledge and deliver the intended curriculum well.

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