Wood Farm Primary School

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About Wood Farm Primary School

Name Wood Farm Primary School
Website http://www.woodfarmschool.org.uk/
Ofsted Inspections
Headteacher Mr David Lewin
Address Titup Hall Drive, Headington, Oxford, OX3 8QQ
Phone Number 01865762575
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 402
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this school? '

Ambition, beauty and connection' sit at the heart of pupils' education at Wood Farm. Through these core values, leaders are truly aspirational for every child.

They transform pupils' life chances through removing barriers to ensure all pupils get a top-quality education. Staff teach pupils self-belief and how to interact positively with others. This enables pupils to produce high-quality work.

Leaders plan experiences and trips to widen pupils' knowledge beyond where they live. A partnership with a primary school in South Africa enriches pupils. They write letters, make video calls and undertake joint learning projects.

Opportunities are also sought to inspi...re pupils' talents and interests. Specialist teachers inspire pupils to learn an instrument. The school council empowers others with key messages about protecting the planet.

Pupils regularly explore the natural world and love the new outdoor classroom. They relish the impressive facilities where they can cook, dance and play team sports.

Pupils know that the school is a safe and caring environment.

There is camaraderie among everyone, and pupils see the good in all. They learn to speak kindly and treat others respectfully. Adults are always on hand to listen and help.

Around school, pupils follow the behaviour rules and try their best.

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

Determined leaders from across the school strive to make a difference for pupils. From the very start of Reception, staff quickly identify the support every child will need to flourish.

By the time pupils leave Year 6, they have the knowledge and skills to succeed. This is notable in reading and mathematics. Across the curriculum, leaders have mapped out the essential knowledge pupils should learn in each year group.

They are aware of some subjects where units of work do not detail all the knowledge steps in a logical sequence.

Staff rightly prioritise Reception children's communication and language. Excellent transition work with feeder nurseries enables leaders to hit the ground running with addressing any language gaps.

Staff see every opportunity to promote children talking. New words are introduced every day and skilful adults encourage and repeat words. Children then use these in their learning.

Each day, adults read aloud stories and sing nursery rhymes and songs to children. They plan interesting role play scenarios. Children learn to speak clearly, take turns and listen to each other.

Learning to read quickly is leaders' number one goal. This begins with a well-sequenced phonics programme. Staff teach phonics skilfully because of the ongoing training they receive.

Leaders support all staff with feedback to enable a highly consistent approach to teaching pupils to read. Pupils re-read books which match the programme to develop fluency. Leaders closely track any child who needs catch-up sessions in reading.

Because of the COVID-19 pandemic, there are more pupils who are not reading sufficiently well at this stage. Leaders have ensured these planned additional sessions closely link to the phonics lessons pupils have.

For pupils with special educational needs and/or disabilities (SEND), leaders put in place the right arrangements to help these pupils access the curriculum.

Teachers communicate straight away with leaders if they suspect a child may have additional needs. Leaders check that the right adaptations are made in lessons. Where needed, staff engage quickly with external agencies to explore the support pupils with SEND need to achieve well.

Teachers' professional development is seen as integral to ensure pupils learn well throughout the curriculum. Leaders create a plan for every teacher, and staff speak highly of the opportunities provided. Training focuses smartly on teachers' subject knowledge.

Therefore, teachers mostly set the right activities to enable pupils to grasp new material. Furthermore, teachers strengthen pupils' memory by exploring different ways to recall information. The use of quizzing helps teachers check what pupils remember.

Pupils' personal development programme has been well designed. Leaders celebrate the global diversity of the school, where over 40 languages are spoken by pupils. The curriculum explores pupils' different faiths and national heritage.

Pupils enjoy taking on leadership roles, and staff help pupils to be active contributors. However, leaders acknowledge that they need to widen the range of clubs and activities for pupils to take part in following the COVID-19 pandemic.

In lessons, pupils behave well.

Classrooms are calm places where pupils eagerly get on with their learning and are rarely distracted. Relationships between staff and pupils are warm-hearted.

Experienced governors understand their core duties exceptionally well.

They are razor sharp in how they challenge leaders to reflect on how well improvements are going. They ensure robust strategic planning supports leaders' priorities for the quality of education.


The arrangements for safeguarding are effective.

Leaders take the right actions to keep pupils safe. All adults know they must be alert to any possible signs of concern. Ongoing communication and thoughtful decision-making ensure swift help is accessed when needed to support pupils and their families.

Leaders keep well informed about risks in the community. This informs staff's training and raises heightened awareness. The curriculum prepares pupils well for staying safe outside of school.

Parents receive regular updates about what is taught.

Child protection records are accurately documented with a clear overview of what has happened over time. Leaders work collaboratively with social workers and other agencies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some curriculum subjects do not outline all the component knowledge in a coherently sequenced way. This means that teachers can be unsure about what needs to be taught and the assessment checks of what pupils should remember. Leaders are reviewing their curriculum and need to finish laying out all the steps of knowledge so that pupils build their understanding from early years until Year 6.

Also at this postcode
Slade Nursery School The Slade Early Years Centre and Day Nursery High Flyers Oxford Limited

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