Woodvale Primary Academy

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About Woodvale Primary Academy

Name Woodvale Primary Academy
Ofsted Inspections
Principal Mr Matthew Reetz
Address Crestwood Road, Lings Way, Northampton, NN3 8JJ
Phone Number 01604493771
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 456
Local Authority West Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

The school values of 'strive, support and succeed' are lived out by pupils and staff at the school.

As one pupil, typical of many, said, 'Some people start nervous but get to do many different things which builds their confidence.' Pupils and staff appreciate the teamwork and know that they can always ask for help. Parents and carers agree that their children feel safe in school.

The school supports pupils to follow the school rules 'be ready, be respectful, be safe'. It has developed the 'Woodvale Way', which teaches pupils routines such as assembly attitudes and wonderful walking. Pupils love to earn reward points and win the 'Woodvale Wonder' in Friday assemblies.<...br/>
Pupils particularly enjoy 'hot chocolate and cookies', where parents are invited in to share in their successes. Pupils enjoy taking on leadership responsibilities in school, such as sports leaders and librarians.

Pupils are keen to attend this highly inclusive school.

They are respectful of one another and support each other to follow the rules. They say that most pupils behave well and know that, if they don't, staff will quickly sort it out. Pupils say that there are staff to help them if they are worried.

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

The foundations of learning begin in Nursery and Reception. In some subjects, the curriculum does not always prepare children for Year 1 and beyond. In some subjects, curriculum plans identify exactly what pupils need to know and be able to do to support the next stage in their learning.

For example, in mathematics in Year 1, pupils use 'part-whole diagrams' to help them recognise groups of numbers to 10. This develops in Year 5, where similar diagrams are used to help pupils understand more about subtraction. However, in a few subjects, the curriculum does not clearly set out the precise knowledge and vocabulary that pupils need to learn.

Teachers have good subject knowledge. They use precise vocabulary to explain to pupils what they need to learn. Teachers encourage pupils to answer in full sentences to develop their language.

They support pupils to 'reactivate' important knowledge at the start of lessons. If pupils need help, they get it, for example through working with partners or other adults. However, in some subjects, checks on what pupils know and remember are not yet in place.

Routines in the early years support children to settle in quickly. Activities are planned well to help children practise what they have learned. Staff support children in their 'busy learning time' by using the vocabulary they have learned such as 'more' and 'fewer'.

This helps children to embed their learning.

Phonics is taught consistently throughout the school. Children begin to learn sounds as soon as they start school.

Adults notice children who fall behind and support them to catch up quickly. As pupils become confident readers, they continue to learn how to read fluently and with understanding. Pupils develop a love of reading.

They enjoy story times.

Pupils' individual needs are quickly spotted and catered for. For example, pupils who come to school at an early stage of learning the English language are quickly assessed.

They get the support that they need. Similarly, pupils with special education needs and/or disabilities (SEND) are quickly identified. Staff get the training they need to help pupils with SEND learn the same curriculum as other pupils, for example through targeted questioning or pictures to help understanding.

Most pupils behave well. They know that if pupils do not follow the school rules, there will be consequences such as missing their playtimes. Pupils enjoy getting trophies for behaving well at lunchtime.

They know that this helps pupils to follow the 'Woodvale Way'.

Pupils enjoy the opportunities that they have to learn outdoors, saying it helps them to keep healthy. They enjoy inviting their parents in to school to be a part of their learning.

Pupils benefit from trips such as going to the seaside and taking part in a residential visit. The school makes sure that books in the school celebrate different role models typical of pupils' own culture and backgrounds. Pupils speak with respect when discussing difference, saying, 'It doesn't matter if people are different, they should all be treated the same.'

Staff are proud to work at the school and enjoy being part of a team. The trust supports the work of the school to continue to improve, and make sure that they challenge the school to focus on the right areas. Staff appreciate the consideration given by leaders to support their workload.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum does not make clear the most important things that pupils should know and remember at each stage of their education, including how the foundations build from the early years. In these subjects, pupils do not consistently remember the most important knowledge and vocabulary.

The school should ensure that the curriculum is fully planned and sequenced, across all subjects and all phases. The curriculum should make clear the most important knowledge, skills and vocabulary that pupils need to know at each stage of their education, so that they maximise their full potential. ? The school does not yet check that pupils remember the important knowledge, skills and vocabulary in all subjects.

This means that, in some subjects, it does not have an overview of the knowledge, skills and vocabulary that pupils are sure of and any gaps that they may have. The school now needs to ensure that checks are made of the important knowledge, skills and vocabulary that pupils have learned in all subjects so that it can address any gaps. This will ensure that pupils have firm foundations to build from.

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