Woodland Primary School

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About Woodland Primary School

Name Woodland Primary School
Website http://www.woodlandprimary.org.uk
Ofsted Inspections
Mrs Michelle Dodson
Address Flinton Grove, Preston Road, Kingston-upon-Hull, HU9 5SN
Phone Number 01482787000
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 200
Local Authority Kingston upon Hull, City of
Highlights from Latest Inspection

What is it like to attend this school?

Leaders are ambitious. They have worked effectively to improve the school since the last inspection so that pupils now receive a good quality of education. Pupils are well supported to learn to read quickly and achieve well.

Relationships between adults and pupils are respectful. Adults know pupils well and stop to talk to them when they meet them around the school. Pupils move around the school sensibly.

They are encouraged to develop good table manners in the dining hall. Pupils are not worried about bullying. They are aware that bullying can happen, but this is rare.

Pupils are confident that staff would help them if they had any problems.

Pupils ...listen carefully to teachers and are keen to join in with class discussions. They are encouraged to be independent from an early age.

Pupils take care to make sure their work is well presented. They are supportive of one another in classrooms. Pupils enjoy taking part in a range of clubs, such as film club and gardening club.

Clubs are well attended by all groups of pupils. Pupils are given the opportunity to take part in sporting activities. They compete against other schools in a variety of sporting competitions.

Pupils take part in educational visits to help them learn about different subjects.

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

Leaders have developed an effective curriculum in the early years. Teachers plan carefully to build on what children already know.

Children are well prepared for the next stage of their education. Adults help children to develop their language by asking them questions and explaining what new words mean. There are lots of opportunities for children to learn about the world around them.

For example, they enjoyed learning about Diwali through the story of Rama and Sita.

Children begin to learn to read as soon as they start the Reception Year. Leaders have introduced a new approach to the teaching of reading.

They have provided training to help staff teach reading effectively. Staff are accurate in their assessment of how pupils are getting on with their reading. They use this information to make sure that pupils who find reading difficult receive extra support.

This helps them to catch up quickly. Adults encourage pupils to read at home. Pupils enjoy reading a wide range of texts.

The mathematics curriculum is well planned. This helps pupils to build on what they know and can do each year. Staff receive training to support their teaching of mathematics.

Teachers make regular checks to see how well pupils are doing. They use this information to plan activities that meet the needs of the pupils. Pupils have a range of opportunities to solve problems and explain how they work things out.

Teaching assistants provide pupils with clear explanations and encouragement to help them succeed. Pupils are confident when talking about what they have learned.Leaders have reviewed and improved the curriculum for some subjects in the wider curriculum, such as languages.

Leaders have identified the most important knowledge that pupils should know and the order in which they should learn it. In these subjects, teachers follow curriculum plans closely and teach them well. As a result, pupils know more and remember more over time.

In a few subjects, some of the knowledge that leaders want pupils to know is not set out quite so precisely. Leaders have plans in place to address this.During the COVID-19 pandemic, some of the school's programme to foster pupils' personal development was suspended.

Most enrichment activities, such as trips to museums, are now resuming. Pupils, including those in the early years, learn about different relationships and what is important to people of different faiths. This work is preparing pupils well for life in modern Britain.

Pupils with special educational needs and/or disabilities (SEND) are quickly identified. Leaders provide effective guidance and training to help staff to meet the needs of pupils with SEND. Some pupils visit the school's 'Hub' to receive additional support from specialist staff.

As a result of this effective support, pupils with SEND achieve well.Trust leaders and trustees share leaders' ambition to improve the quality of education. Leaders set clear priorities.

They make decisions that help to bring about improvements for the pupils. Staff feel valued and supported by leaders. They are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders carry out thorough checks when appointing new staff. Leaders ensure that staff are kept up to date with important safeguarding information.

Staff are confident to identify pupils who may be at risk of harm. Staff record concerns carefully. This helps them to share important information to help keep pupils safe.

Pupils receive guidance on how to keep themselves safe. They are confident when talking about how to stay safe online. Pupils say that if they are concerned, they can talk to adults who will listen and take action to help them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, such as design technology and geography, leaders have not been precise about the disciplinary knowledge that pupils should learn. This means that teachers are not clear about this aspect of the curriculum in these subjects. Leaders should continue with their planned work to refine the curriculum in these subjects, to ensure that staff are clear about the disciplinary knowledge that should be taught.

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