Woolavington Village Primary School

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About Woolavington Village Primary School

Name Woolavington Village Primary School
Website http://www.woolavingtonvillageprimaryschool.co.uk
Ofsted Inspections
Headteacher Headteacher Georgina Maclennan
Address Higher Road, Woolavington, Bridgwater, TA7 8EA
Phone Number 01278683267
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 158
Local Authority Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Woolavington Village Primary School embody the school's vision of 'learning, believing, achieving'.

They are polite and well mannered. For example, pupils hold doors open for adults and their peers. Leaders ensure that there is a consistent approach to managing behaviour, which is understood by everyone.

Therefore, low-level disruption to lessons is rare and most pupils have positive attitudes towards learning. Pupils enjoy receiving rewards for what they have done well.

Staff and pupils are clear that bullying can happen in school.

They say it is now uncommon and resolved quickly. Pupils say they have 'really good teachers' to solve any pr...oblems or worries they have. As a result, pupils are happy and this helps them to feel safe.

Staff offer many extra-curricular clubs and visits that link directly to the curriculum. For example, pupils visited a local university and visitors talk about different careers. Pupils value these opportunities and many attend more than one club.

They also take on some responsibilities within the school, such as being part of the school council or contributing to the 'green agenda'. Pupils enjoy learning in their forest school area and outdoor classroom.

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

Pupils love to read and do so daily.

This is because leaders prioritise reading. Staff and class recommended books are carefully chosen. Children start to learn to read as soon as they start school.

Leaders have put in place a well-sequenced curriculum for pupils to learn the sounds they need to read. One child, whose view reflected that of many, said: 'I love phonics.' Staff check what pupils remember regularly.

Pupils who need additional support to catch up get this swiftly. As a result, pupils become confident, fluent readers. They talk about favourite books and authors with excitement.

Beyond reading, leaders have significantly strengthened the curriculum in recent years. They have carefully broken down learning into smaller steps. Teaching is consistently strong and this supports pupils to learn well.

Consequently, pupils know and remember much of what they have been taught. Leaders identify important vocabulary for pupils to know and use. This adds further ambition to the curriculum.

Teaching identifies any misconceptions pupils have quickly and approaches are in place to strengthen pupils' recall further. However, in some subjects, the use of assessment does not consider the important content that pupils need to know carefully enough. Therefore, some pupils do not build on their learning as well as they could.

Children in the early years get off to a flying start. Leaders carefully consider what children need to learn and why. They support staff to 'intervene' with learning, not 'interfere'.

Children learn successfully with adults and their peers. They develop routines and independence quickly. For example, in the nursery, children serve themselves food from their snack café.

Pupils with SEND are well supported. The special educational needs coordinator (SENCo) helps staff to identify pupils' needs quickly. This supports staff to plan learning so that it successfully supports pupils to follow the same curriculum as their peers.

Pupils receive additional pastoral support, when needed, which builds their confidence and self-esteem.

Leaders have designed a clear personal, social and health education (PSHE) curriculum for pupils to learn. Consequently, pupils know about different relationships and how to be healthy.

Through assemblies, leaders strengthen pupils' understanding of respect and tolerance for others. Pupils, through their behaviour and school values, treat everyone respectfully and 'as friends'. They understand the importance of fundamental British values.

Pupils learn how to engage with and understand their community. However, leaders have not yet considered well enough what pupils know about how others live beyond their local community. Pupils do not know as much as they could about religious beliefs and cultures.

Leaders check the effectiveness of the school curriculum closely. The trust and governors support school leaders well. Leaders use what they know to plan pertinent professional development for staff.

Staff value these opportunities. They say that leaders are considerate of workload and well-being.

A number of parents and carers who responded to Ofsted's online survey, Ofsted Parent view, commented that staff have strengthened their communication with them.

This is something they value.


The arrangements for safeguarding are effective.

The safeguarding team ensures that policies and procedures are clearly understood.

Staff and pupils understand how to report concerns. Leaders secure the help that families and pupils need in a timely manner. They work alongside many external agencies very effectively.

Leaders make the required checks for staff who are new to the school and induction is rigorous. Consequently, pupils are safe from harm.

Pupils learn how to keep themselves safe through a well-planned PSHE curriculum.

They understand how to be safe online and know how to report concerns effectively. Staff ensure that pupils know the importance of consent and permission.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small minority of areas within the personal development curriculum are not considered well enough.

As a result, pupils do not know as much as they could about how people might live beyond their local community. Their knowledge of different religious beliefs and cultures is not as strong as it could be. Leaders should ensure that provision for pupils' spiritual, moral, social and cultural education is coherently planned and implemented.

• In some subjects, assessment does not identify specifically enough the important knowledge that pupils need to know. This means that sometimes pupils do not build on what they already know or practise what they have learned. Leaders should ensure that the school approach to assessment supports pupils to know and remember more over time.

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