Woodville Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love school. A part of the reason for this is the variety of experiences available to them.

They are eager to learn new ideas in lessons because staff make them relevant. For example, they explore how their current lives compare to those of people in the past. This clear connection helps pupils to learn more and remember new ideas.

In most subjects, pupils achieve highly. They take pride in completing work well and trying their best. Pupils' workbooks show their progress.

For example, the youngest children develop their ability to form letters correctly. Additionally, over time, older pupils use more complex grammar.

Pupils, including the youn...gest children, listen well in lessons.

This is because teachers encourage and praise them. Pupils exhibit good behaviour and staff maintain high expectations. During playtimes, pupils are considerate of each other.

Pupils like to have extra responsibilities. Many do so. For example, some are play leaders and help to organise games during break times.

Others are role models and show visitors around the school. These opportunities help pupils to learn that they can be helpful members of the school community.

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

In most subjects, the curriculum is well-planned and coherently sequenced.

This means that staff know what to teach and when. Staff are well trained in these subjects and have strong subject knowledge, allowing them to explain new learning clearly to pupils. Staff design effective tasks that help pupils retain knowledge.

In the early years, children develop essential reading, writing, and mathematical skills. They also learn to understand the world through topics, like Diwali and Bonfire Night.

However, in a few subjects, the school has not identified clearly the knowledge that pupils should learn.

Teachers are not as secure in their knowledge of these subjects to enable them to teach these subjects as effectively as others. This includes ensuring that children in the early years learn the basic knowledge needed for future learning in these subjects. This means pupils do not achieve as well as they could in these subjects.

Pupils achieve highly in reading. This starts in the early years, when children learn to enjoy and share books. Alongside this, pupils learn an appropriate phonics programme.

All staff model the correct sounds very clearly, which means that pupils learn to do the same. Teachers check pupils' understanding regularly. They ensure any pupils who fall behind with reading get the help they need to catch up.

Pupils across the school practise reading regularly. They read books that match their phonics knowledge. This helps them build their reading skills securely and they become confident, fluent readers.

Older pupils enjoy reading a wide variety of different stories, poems, and plays. They particularly enjoy the well-chosen class books they read together.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately.

Skilled staff know pupils well, so they target guidance and support precisely when pupils need it. This ensures that pupils can build essential independent skills. The school works closely with parents and, if needed, external agencies.

This ensures that pupils with SEND get the right support at the right time. Pupils with SEND make strong progress through the curriculum.Pupils show positive learning behaviours.

For example, they start work promptly, so learning time is not lost. They know that if they all follow the school rules, this means that they can learn well. Staff make sure that they provide work that is appropriately challenging, which helps pupils to develop resilience.

The school works effectively to support families and identify barriers to attendance. It provides support tailored to individual pupils. This has improved the attendance of many pupils, including for pupils with SEND.

The school provides valuable help to support pupils' positive mental health. Pupils know who they can ask for help if they need it. Pupils learn a well-sequenced personal, social, health, and economic education curriculum.

This promotes equality and diversity. Pupils learn why it is important to respect others' views and beliefs. This helps pupils to show positive behaviour towards others.

School leaders, trustees, and governors work together well to improve pupils' education. Pupils' positive outcomes in national tests and assessments reflect this focus. The school has ensured that leaders have the expertise needed to carry out their roles effectively.

Recently, some staff have expressed concerns that their well-being is not a priority. However, many staff members feel supported by the efforts the school makes to reduce their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, the school has not defined clearly the specific knowledge and skills that pupils need to learn from the early years to Year 6. As a result, teachers do not have sufficient information about how to teach these subjects effectively and pupils do not learn all the knowledge they need to be ready for their next stage. The school should ensure that the knowledge and skills that pupils should learn are identified clearly in all subjects and that staff have the information and guidance needed to teach all subjects well.

Also at this postcode