|Name||Woodlea Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 January 2019|
|Address||Fence Houses, Houghton le Spring, Tyne and Wear, DH4 6AR|
|Religious Character||Does Not Apply|
|Number of Pupils||227 (55% boys 45% girls)|
|Number of Pupils per Teacher||23.1|
|Percentage Free School Meals||10.7%|
|Percentage English is Not First Language||1.8%|
Information about this school
The school is a smaller than average-sized primary school with provision for nursery children. Almost all pupils are of White British heritage. The proportion of pupils eligible for support through the pupil premium is below the national average. The proportion of pupils with SEND is below the national average.
Summary of key findings for parents and pupils
This is a good school Leaders instil strong values of pride, trust and respect within the whole school community. Leaders understand where the strengths are. They take effective action to improve weaker aspects. However, improvements take longer to bring about when leaders do not evaluate precisely enough the impact of their work. Teaching and learning are good. This is because teachers make effective use of assessment to plan suitable activities for pupils of different abilities. The progress pupils make compared with pupils nationally is not as strong as it was at the time of the last inspection. Nevertheless, pupils leave Year 6 well prepared for secondary school and current pupils make good progress. Disadvantaged pupils generally make progress in line with their peers in school. Too many do not make the additional progress that would substantially diminish the difference in attainment between them and other pupils nationally. The most able pupils sustain good progress to achieve high standards. However, there is potential for increasing the proportion of pupils who achieve greater depth in their learning in all key stages. Effective leadership helps adults to support pupils with special educational needs and/or disabilities (SEND) well. As a result, these pupils make good progress. The quality of education in the early years has improved over the last few years. However, it is not yet good. The capable leader responsible for the early years has other substantial responsibilities that hamper her capacity to concentrate on this aspect of her work. The curriculum is planned and implemented so pupils acquire substantial knowledge in a wide range of subjects. Middle leaders make sure that subjects are taught well. There is scope for refining the sequencing of content to ensure more systematic coverage and progression. Leaders strongly promote the spiritual, moral, social and cultural development of pupils. Enrichment activities make a strong contribution to pupils’ development. Open-minded, respectful pupils are being well prepared for life in modern Britain. The governing body holds leaders to account increasingly effectively. Leaders’ strategic planning is not always sufficiently precise about the intended outcomes. This has limited the ability of leaders and governors to measure effectively the impact of some actions.