|Name||Woodthorpe Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||07 December 2016|
|Address||Summerfield Road, Woodthorpe, York, North Yorkshire, YO24 2RU|
|Religious Character||Does not apply|
|Number of Pupils||437 (54% boys 46% girls)|
|Number of Pupils per Teacher||21.7|
|Academy Sponsor||South Bank Multi Academy Trust|
|Percentage Free School Meals||13.9%|
|Percentage English is Not First Language||4.3%|
|Pupils with SEN Support||12.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. Woodthorpe Primary is a larger than the average-sized primary school. The proportion of pupils from minority ethnic backgrounds is well below the national average. The proportion of pupils who speak English as an additional language is also well below the national average. The proportion of pupils supported by the pupil premium is broadly in line with the national average. The proportion of pupils who have special educational needs and/or disabilities is slightly below the national average. The proportion that has an education, health and care plan or statement of special educational needs is also below the national average.
Summary of key findings for parents and pupils
This is a good school Leaders have successfully tackled the issues highlighted in the previous inspection. Standards have improved and the quality of teaching is much better. Leaders’ evaluation of the school’s effectiveness is extremely accurate. The governing body effectively and rigorously checks the school’s performance and holds leaders to account. Governors have high expectations of all the children in the school. Leaders and governors are keen to ensure that pupils achieve well academically and also develop as well-rounded individuals. The progress made by pupils throughout the school is good. Assessment procedures are consistent and are used with precision. Pupils are very well prepared for the next stage of their education. Teaching is good in most classes because staff take account of what pupils already know and can do. Most pupils make good progress from their individual starting points. In some classes, a small minority of the most able pupils do not make the progress of which they are capable. They are not moved on quickly enough in their learning. The teaching of phonics is effective and the proportion of pupils achieving the expected phonics standard in Year 1 is high. Most support staff are deployed well, although a few are not providing effective support at all times. The school’s curriculum is broad and balanced but opportunities to develop pupils’ spiritual and cultural development are sometimes missed. The newly implemented religious education curriculum is not fully secure and, as a result, pupils’ knowledge of world faiths and other cultures is not developed well enough. Most pupils love coming to school. Staff support families well and do all they can to promote regular attendance. However, overall, disadvantaged pupils do not attend as well as others and a there are too many who are persistently absent. Pupils show a thirst for learning. Pupils are polite and courteous. They behave well around school and show respect to adults.