Introduction
The inspection was carried out by three Additional Inspectors.
Description of the school
Woodside is much larger than most primary schools and serves an area where there
are some pockets of economic disadvantage. A very large majority of pupils are
White British, though increasing numbers are joining directly from abroad, many
speaking little English. The proportion of pupils with learning difficulties and/or
disabilities is higher than average. The Early Years Foundation Stage (EYFS) has very
strong links with the on-site Early Learning and Childcare Centre, as the school’s
EYFS manager leads learning and development in both settings. The Centre opened
two years ago and is jointly managed by the governors and the local authority. It
offers day care for children from birth to four years during school hours in term time
and birth to eight years after school hours and during holidays for 50 weeks of the
year.
Key for inspection grades
Grade 1 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate
Inspection report: Woodside Primary School, 10–11 December 2008 4 of 11
Overall effectiveness of the school Grade: 2
This is a good school. It has several outstanding features. The reason behind its
success is the drive and ambition of the headteacher, very ably supported by the
deputy headteacher and all staff, to provide for the individual needs of all pupils. This
is recognised in many comments from parents, who said such things as, ‘Despite
being a large school, children are always treated as individuals and the rapport
between teachers, headteacher and children is obvious.’ The end result is pupils’
outstanding personal development and well-being.
Pupils are exceptionally well behaved and develop extremely well into mature and responsible young people,
keenly aware of their place in society and the contribution they can make to it. A
particular strength in the care provided for individuals is the way that children new to
the school are helped to settle. Those who join with little English are quickly enabled
to take a full part in learning and all school activities.
There have been significant advances in the provision for children in the EYFS since
the previous inspection when improving this provision was an area for improvement.
Children make a good start, helped considerably by the very strong links with the
Early Learning and Childcare Centre. The older children in the Centre learn with the
school nursery and all benefit from a well organised and planned shared environment
where exceptionally good use is made of the extensive outdoor areas.
Good progress continues through the school, pupils achieve well and reach broadly
average standards by the time they leave. However, too few pupils gain the higher
levels in the national assessments. Also, standards in mathematics are lower than
those in reading and writing as pupils’ basic calculation skills are not always
sufficiently developed in Years 1 and 2. Pupils are then not able, or given enough
opportunities, to use and apply these skills effectively in Years 3 and 4.
Pupils’ good progress is due to two key factors: the good quality of teaching and the
outstanding curriculum. Teachers plan well and good relationships mean that pupils
are keen to work hard and do well. However, although good extra provision is made
for gifted and talented pupils, the more able are not always challenged sufficiently in
lessons. The curriculum provides pupils with an immensely rich diet of experiences.
The classroom walls and displays around the school demonstrate the breadth of
learning and include artwork of exceptional quality. All these experiences are
enhanced by a wide range of visits, visitors and extra-curricular activities, many of
the latter led by outside experts. Because of all these experiences, pupils enjoy
school enormously, as a parent typically said, ‘My child is always ready for school two
hours before he is due to go, he loves it so much.’
Pastoral care for pupils is outstanding. Pupils say they feel safe and that there is
always someone with whom they can share their problems. Academic guidance for
pupils is extremely well planned. Clear short-term targets are set for pupils and they
know how they can improve their work. They are often expected to evaluate the
success of their own learning and this is making a very real contribution to their
progress.
Inspection report: Woodside Primary School, 10–11 December 2008 5 of 11
There is a very evident sense of teamwork about all who work in the school and a
corporate desire to provide the best for the pupils. With this and the progress the
school is making, it is well placed to continue on the upward path.
Effectiveness of the Early Years Foundation Stage Grade: 2
Children make a good start in the EYFS because of the orderly routines and secure
environment. They thoroughly enjoy the wide range of experiences planned for
them, in particular the extremely good use made of the extensive outside area. After
a time in their ‘Forest School’, children were returning, singing happily about all they
had done. There is a good balance of activities led by adults and those children
choose for themselves in the Nursery, but children have fewer opportunities to select
their own learning opportunities in the Reception classes. Some of these activities in
both areas do not have specific objectives set for what children are expected to
learn.
Children make good progress in both the Nursery and Reception classes as planning
to help their learning and development is good. Adults, particularly in the Nursery,
take every opportunity to develop children’s language and other skills. For instance,
a small group at the snack table were being encouraged to count the segments in
their tangerines and challenged with questions such as, ‘If you ate one piece, how
many would you have left?’ Other children were enjoying looking for the letters that
made the sounds they had recently learnt.
A particular strength is children’s personal, social and emotional development, which
is outstanding. Children cooperate and share extremely well and the whole setting is
a happy and purposeful environment. The care and welfare for all children is
excellent, and carefully planned, and is indicative of good leadership and
management, which has been responsible for the improvements made since the
previous inspection.
What the school should do to improve further
- Raise standards in mathematics by improving pupils’ basic calculation skills in
Years 1 and 2 and by increasing pupils’ proficiency in using and applying these
skills in Years 3 and 4.
- Increase the numbers of pupils gaining the higher levels in the national
assessments in Years 2 and 6 by ensuring that more able pupils are consistently
challenged in lessons.
Achievement and standards Grade: 2
Children start in the Nursery with levels of skills and knowledge below those
expected for their age. Pupils make good progress through the school, achieve well
and leave having reached average standards. These standards are lower, though still
average, in mathematics than in reading or writing. This is because pupils’ basic
computational skills are not mastered sufficiently effectively in Years 1 and 2.
Pupils in Years 3 and 4 also do not have enough opportunities to develop the use and
application of these skills. Standards in writing in the provisional results in the
Inspection report: Woodside Primary School, 10–11 December 2008 6 of 11
national tests in Year 6 in 2008 showed a good improvement from 2007. This is the
result of effective initiatives put in place to raise standards in this subject.
Personal development and well-being Grade: 1
Pupils very much enjoy coming to school because of the good company of their
classmates and adults and because they enjoy learning. A pupil put it well when they
said, ‘I wouldn’t want to go to any other school.’ They develop extremely safe habits
and feel very secure at school. They respond exceptionally well to all they learn
about how to keep fit and live healthily. Behaviour at all times is excellent and rates
of attendance are good, having shown a rising trend in recent years.
Pupils make many contributions to the school and wider community through taking
part in musical performances and events and through supporting many local,
national and worldwide charities. For instance, an official in the local tourist office
reported to an inspector that the school had sung carols in the local Heritage Centre,
which had been much appreciated and that the pupils had been splendid
ambassadors for their school. Good progress in basic literacy, numeracy and
information and communication technology (ICT) skills and the positive links with
local businesses help prepare pupils well for their futures.
Quality of provision
Teaching and learning Grade: 2
Teachers know what they expect pupils to learn and their expectations are clear so
that pupils are usually confident about tackling their work. Teachers’ planning is
good, reflecting their accurate knowledge of pupils’ next steps in learning. Teachers
capture pupils’ interest well and this is reflected in pupils’ enthusiasm for learning
and their exemplary behaviour. Often, teachers use questions skilfully to probe
pupils’ understanding and to challenge their thinking. Teachers have good subject
knowledge and know the pupils well. Consequently, they are often able to pinpoint
areas for improvement in pupils’ work and target these accurately. All of these
factors help pupils to do well. Nevertheless, there are some areas for improvement.
The most important of these is that pupils are sometimes passive listeners and not
actively involved in their learning. In these sessions, teaching assistants, who
otherwise make valuable contributions to pupils’ learning, are not utilised as fully as
they might be. In addition, more able pupils sometimes mark time because they are
given tasks which are too easy.
Curriculum and other activities Grade: 1
The school has worked hard to provide a stimulating range of experiences in which
all pupils have the opportunity to excel. Participation in music and sport is particularly
strong and further enhances the taught curriculum. Similarly, there is a vast range of
clubs and activities run by specialist staff and many opportunities to compete at local
and national level, which provide numerous opportunities for challenge. A good
example of this is the recent addition of judo training, run by a national coach.
Inspection report: Woodside Primary School, 10–11 December 2008 7 of 11
The emphasis on the development of literacy, numeracy and ICT has resulted in
pupils having increased confidence to work independently and creatively. There are
many work-related activities through Business in the Community links. An enterprise
club provides pupils with extended learning opportunities which focus on the skills
required for future employment, for example pupils are encouraged to grow and sell
their own fruit and vegetables from the newly extended eco-garden. Personal, social
and health education is a further strength. A well thought out programme enables all
pupils to explore sensitive issues in an imaginative way.
Care, guidance and support Grade: 1
The school is genuinely inclusive, assessing the needs of individuals and groups with
great care and doing everything possible to ensure that they are met, both within the
school and through working effectively with a wide range of agencies. For example,
specific provision for pupils with learning difficulties and/or disabilities has resulted in
demonstrable gains in their achievement and clearly raised aspirations. All adults
know pupils very well, understand their needs and listen to their concerns. Parents
and pupils speak very highly of the school’s work and are warm in their praise for
teachers who have their welfare completely at heart. One parent spoke for many
when saying, ‘Woodside is a fabulously caring school.’ Safeguarding requirements
are met and health and safety procedures are rigorous.
Attention to academic guidance is similarly thorough. The school has developed a
wide range of ways of gathering information from the pupils about how well they feel
they are doing. As a result, pupils have a very strong sense of how they are getting
on and what they have to do to improve.
Leadership and management Grade: 2
Strong and determined leadership underpins the school’s success. The headteacher
and deputy headteacher ensure that staff share their high expectations for pupils’
personal and academic development and that pupils benefit from a rich range of
worthwhile learning experiences. Self-evaluation procedures are rigorous and mean
that the school has an accurate view of its performance. Consequently, the school
improvement plan identifies pertinent areas for improvement and has a beneficial
impact on pupils’ achievement. However, the school recognises that a more precise
focus on provision for the more able pupils is required to accelerate their progress.
Challenging targets are set for pupils’ achievement and these have helped to raise
teachers’ expectations and to improve standards. Because teachers benefit from
helpful feedback about their work from leaders, a climate has been created where
everyone is trying hard to make the school even better. It is not surprising that
teamwork is strong and staff morale high. The school’s policy to promote community
cohesion is being implemented extremely effectively and pupils recognise and benefit
from the richness and diversity of a very wide range of cultures. The work of the
governors is sound. They are led well by the chair and ensure that statutory
requirements are met. However, some governors are fairly new to their posts and
there is scope for them to ask more challenging questions to hold the school to
account.
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