Hethersett, Woodside Primary & Nursery School

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About Hethersett, Woodside Primary & Nursery School

Name Hethersett, Woodside Primary & Nursery School
Website http://www.hethersettwoodside.org.uk/
Ofsted Inspections
Headteacher Mrs Louise Mainwaring
Address Coachmaker Way, Hethersett, Norwich, NR9 3GN
Phone Number 01603810674
Phase Primary
Type Community school
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 492
Local Authority Norfolk
Highlights from Latest Inspection

What is it like to attend this school?

Pupils live out the school values of 'respect, resilience and responsibility'.

They enjoy coming to school and know staff care about them. Relationships are positive. Pupils are supported both socially and emotionally.

More recently, behaviour has improved significantly. Pupils play together harmoniously in the playground. Playleaders keenly lead activities that support older and younger pupils to play together, making playtime a positive, friendly time.

The school council is very proud of the 'Hethersett 100'. Pupils keenly raise money for carefully chosen local and national charities. This enables pupils to understand the importance of contributing to the l...ocal community.

There is a wide range of opportunities for pupils beyond the curriculum. Pupils enjoy the chance to engage in a range of sporting clubs and a variety of musical opportunities offered to them. Pupils can learn to play instruments, join the school choir and perform at a range of community events.

The school has worked hard recently to re-establish trips to enhance the curriculum. Pupils value the different residential trips they are now able to attend and the different visits they do as part of their learning. These opportunities support pupils' character development by helping them become more independent and resilient.

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

The school is improving. A new headteacher is in place and is working alongside the leadership team quickly to bring about the necessary changes.The school's curriculum is being considered.

Leaders are ensuring that the content across all subjects includes the knowledge pupils need to learn to achieve well. In the core subjects of reading and mathematics, pupils learn a carefully planned curriculum. Trained staff deliver the curriculum in a clear, structured way.

Teachers routinely check what pupils know.Reading is a priority. Pupils read regularly and access high-quality texts.

The school's chosen approach is taught consistently. Staff check how well pupils are learning. The books pupils read match the stage they are at.

Those who fall behind are supported appropriately. As a result, pupils love reading and develop their skills to become fluent, confident readers.The school knows there remains work to do to develop the curriculum in other subjects.

While there is a curriculum in place, this is not always taught as effectively as the core subjects. The knowledge pupils need to learn is not explained clearly, and the checks made to find out what pupils know are not carried out as well. This contributes to pupils having significant gaps in their knowledge, which staff are not yet fully able to identify.

In addition, many subject leaders have not had the training to know how to carry out their role effectively. They do not have a clear understanding about how well pupils achieve in the subject they lead.

Pupils with special educational needs and/or disabilities are well supported.

Clear plans are in place to ensure that pupils access the curriculum as well as other pupils. Where necessary, a carefully planned curriculum, with deliberate and well-considered adaptations, is provided for pupils to ensure they access the same curriculum as their peers.

Children make a strong start in early years.

They follow a carefully planned curriculum that thoroughly covers the different areas of learning. Meaningful interactions between adults and children support language and communication development. Learning is further enhanced by a newly developed outdoor area.

As a result, the curriculum development ensures children are well prepared for their next stage in learning.

School leaders have prioritised improving behaviour. The school has ensured a clear approach to managing behaviour.

As a result, pupils now know and understand the expectations. When behaviour falls below expectations, staff manage these incidents well. The learning of other pupils is not affected.

On occasion, more challenging behaviour incidents occur, but leaders tackle these decisively.

The school promotes pupils' personal development well. Pupils have an age-appropriate understanding of different cultures and beliefs and know how to stay safe online.

Pupils feel valued and celebrate differences. Pupils are clear that everyone is welcome at their school. This supports pupils to be well prepared for life in modern Britain.

Recently, governors have started to monitor provision and check on how well the school is doing. This is beginning to contribute towards the improvements being made following a period of time when the school was not being held to account with enough urgency around school improvement priorities. This work is in its infancy.

Many staff feel well supported. The school is aware that there is work to do to ensure all staff fully embrace the required changes taking place at this school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While governors are now starting to check how well the school is performing and ask questions to hold leaders to account, this has not been the case until very recently. This work is in the early stages of implementation. Governors must work with urgency to support and hold leaders to account to secure key improvements required.

• Weaknesses in the curriculum in some subjects contribute to gaps in pupil knowledge. The school must consider its curriculum content and assessment systems to ensure the curriculum meets the needs of pupils. This will mean pupils are taught the specific knowledge they need to make the progress they should through the planned curriculum.

• Subject leaders are developing into their roles and are not making a consistent impact upon the quality of provision in their subjects. They need to understand their role fully and be trained and supported to monitor and improve provision. This will ensure that they have an accurate understanding of their subject, and they develop the skills they need to improve the areas they lead.

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