Woodlands Primary School

Woodlands Primary School Inspection report

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Unique Reference Number 126264 Local Authority Wiltshire Inspection number 360031 Inspection dates 1–2 December 2010 Reporting inspector Jo Curd

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 219 Appropriate authority The governing body Chair Pat Bowditch Headteacher Matthew Kitley Date of previous school inspection 16 July 2008 School address Winding Way Salisbury, Wiltshire Salisbury SP2 9DY Telephone number 01722 335849 Fax number 01722 414117 Email address head@woodlands.wilts.sch.uk

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Age group 3–11 Inspection dates 1–2 December 2010 Inspection number 360031 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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Introduction

This inspection was carried out by three additional inspectors who visited 12 lessons and observed nine teachers. They held meetings with the headteacher, members of the governing body, staff and also pupils. They also observed the school's work and looked at the following: school development planning; minutes of governing body meetings; school policies, including those associated with safeguarding procedures; assessment and tracking documentation; pupils' records and pupils' work. Inspectors analysed questionnaires from 90 pupils, 21 staff and 71 parents and carers. The inspection team reviewed many aspects of the school's work and looked in detail at the following.  The consistency of pupils' progress and attainment levels in English and mathematics throughout the school.  The effectiveness of the school's initiatives to raise attendance and reduce exclusions.  How well the curriculum meets the needs of all pupils, especially in preparing them

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Introduction

for later life and learning.  How effectively leaders and managers at all levels are tackling areas of relative weakness in order to raise outcomes for all groups.How effectively leaders and managers at all levels are tackling areas of relative weakness in order to raise outcomes for all groups

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Information about the school

The school is broadly average in size for a primary school, and oversubscribed. The vast majority of pupils are from a White British heritage. Very few are from minority ethnic backgrounds. The proportion of pupils known to be eligible for free school meals is much higher than the national average. The proportion with special educational needs and/or disabilities, including those with a statement of special educational needs, is also higher than in most other schools. Their needs mostly relate to emotional, social and behavioural difficulties, moderate learning difficulties, or speech, language and communication disorders. The school has experienced significant changes in staffing, including at leadership level, since the last inspection. The current headteacher was appointed in September 2009. The governors manage a breakfast club and after-school club.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good school which pupils, staff, parents and carers are positive about and proud of. All groups of pupils make good progress throughout the school because of effective teaching based on good teamwork, a broad, relevant curriculum and high levels of care. One pupil said, 'Teachers are always happy; they make sessions exciting so you want to come to school.' Parents and carers are positive about the school and the vast majority say they are kept well informed about their children's progress. One voiced their positive views with the comment, 'I plan to move house soon and I wish I could move the school with me.' Even so, the school does not provide them with enough regular opportunities to engage in their children's learning and so have a greater impact on their achievement. Children get off to a good start in the Nursery and Reception classes because of good teaching. Effective leaders and managers ensure that children have opportunities to

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Main findings

engage in a wide range of interesting activities in colourful and attractive classrooms. However, opportunities for children to develop their learning outside are more restricted because they spend a limited amount of time here and few resources are set up and available outdoors. The quality of teaching varies throughout the rest of the school but is good overall. This helps all pupils make good progress in English, mathematics and science. By the end of Year 6 attainment is broadly average and improving, especially in English. Progress is slower in some parts of lessons, however. For example, whole-class explanations or introductions are often too long, are not sufficiently varied to meet the widely differing needs of pupils, and do not make the best use of the experienced and skilful teaching assistants. Leaders successfully use their accurate understanding of the school to strengthen its positive features and address areas of relative weakness. The governing body is

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Main findings

increasingly able to challenge the school and hold it to account. The school has developed a curriculum which links subjects together well and this is successfully helping pupils to develop skills in independence, initiative and cooperation that will help them in later life. As a result, pupils say that they enjoy school and they develop good attitudes to learning. They generally behave well. Very occasionally, a very small number of pupils with emotional and social needs find behaving well challenging, but their behaviour is managed effectively and this has led to a significant decline in the number of exclusions. The school has made good progress since the last inspection. Together, these features mean that the school has a good capacity for sustained improvement in the future.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Improve the consistency of pupils' progress by ensuring that all parts of lessons are suitably challenging for all pupils and make effective use of all staff. (Timescale: end of spring term 2011)  Provide more time and activities to help children in the Early Years Foundation Stage develop their learning outside. (Timescale: end of summer term 2011)  Provide more frequent opportunities for parents and carers to engage in their children's learning. (Timescale: end of summer term 2011)

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Outcomes for individuals and groups of pupils 2

Over the past three years, progress in English and mathematics has been significantly above national averages. Consequently, attainment has risen since the last inspection and despite their very low starting points, the work seen in the older pupils' lessons is now broadly average. Pupils who have special educational needs and/or disabilities, particularly those who learn more slowly, make good progress because they are supported well in class, withdrawal groups and one-to-one tuition. These have a very positive effect on pupils' enjoyment and motivation as well as their progress. Pupils who learn more quickly benefit from challenging open-ended activities, particularly during topics in the afternoons. There are no significant differences in the progress of any groups including boys, girls and those from various ethnic backgrounds. Pupils made particularly good progress in a Year 6 lesson where they had to explain how they solved various mathematical problems. This

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Outcomes for individuals and groups of pupils 2

involved speaking and listening as well as mathematical understanding and articulation. Pupils were motivated and engaged and questions were varied well to ensure appropriate challenge for all. Progress was slower during the whole-class introduction in another mathematics lesson, because explanations took too long, questions were insufficiently varied to meet different pupils' needs and the teaching assistant was underused. Pupils enjoy school and are very positive about learning. Even when a small minority of pupils do not behave well, the others feel safe. They know that the grounds are secure and staff are always there to help. They develop very positive attitudes to health through eating balanced school meals, cooking and taking exercise in active play outside and a range of sports. They contribute well to their school and wider community through serving on the school council, raising money for charity and taking part in local events. They are

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Outcomes for individuals and groups of pupils 2

adequately prepared for later life and learning. They have good attitudes and social skills, but broadly average attendance and attainment in basic skills.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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3

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

High levels of support underpin pupils' personal development and progress. The breakfast and after-school clubs run by the school provide very calm, safe and enjoyable extended care for those who attend. Well-targeted intervention programmes help pupils with special educational needs and/or disabilities to integrate into school and progress well. Consistent, proactive approaches have successfully raised attendance and reduced exclusions. Teaching assistants provide some very valuable skilful support in lessons and withdrawal groups, although they are not fully used throughout all lessons. Effective teaching successfully promotes pupils' progress, motivation and enjoyment. Teachers have good subject knowledge and lessons are planned and prepared well. Interactive whiteboards and computers are used successfully to support learning. Teachers use their knowledge of pupils well to vary questions and activities to meet

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How effective is the provision?

individual learning needs. Occasionally whole-class explanations are too long, however, and progress slows slightly because they do not always cater effectively for the widely differing needs of all pupils. A strong emphasis on English, mathematics and science successfully helps all pupils to make good progress in each of these key subjects. Topics help bring different subjects, including information and communication technology, together in meaningful ways. This work is particularly open-ended and practical, making it suitable for those who can learn quickly as well as those who find learning more difficult. Violin lessons for all the older

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

pupils are successfully helping their confidence, musical skills, and spiritual and cultural development. A wide range of visits and visitors helps make learning even more relevant and makes a further significant contribution to good spiritual, moral, social and cultural development. Pupils learn a lot about English culture and history, but have fewer opportunities to learn about the diversity of cultures in modern Britain.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

Leaders and managers at all levels are ambitious for all the pupils. Leaders' passion for the school is shared by pupils and their parents and carers. As one said, 'The school is very well run. I would not wish for my children to attend anywhere else.' Opportunities for parents and carers to engage in their children's learning, such as annual mathematics workshops and observing some support groups, have proved very effective in developing parents' and carers' understanding of the school and how children learn. Such opportunities are too few and far between, however, to make their full impact on all pupils' progress. Effective partnerships with others such as local charities, the local authority music service and the education welfare officer contribute to the effective way all pupils and families are supported. Leaders use accurate self-evaluation and detailed tracking of pupils' progress to drive improvements, including the quality of teaching. They

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How effective are leadership and management?

monitor outcomes frequently and adapt the curriculum and the use of resources and support to ensure that all pupils have equality of opportunity and all progress well. Gaps between the attainment of pupils at the school and national averages are decreasing. Middle managers monitor teaching, planning and pupils' work well and successfully introduce initiatives to raise progress further. The effectiveness of the governing body is satisfactory and improving. Governors are developing their understanding of the school, and give a high priority to promoting pupils' health and safety. Safeguarding systems are thorough and robust, and meet current requirements. Staff training and qualifications are all up to date. The school's contribution to community cohesion is satisfactory. Leaders have a good understanding of the locality and are beginning to make a positive impact here and further afield. Evaluation of this is

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How effective are leadership and management?

at an earlier stage. The school uses resources well and provides good value for money.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Outcomes for all groups of children are good because teaching and support are effective and activities are interesting, practical and relevant. The leader is experienced and competent. She uses her good understanding of early years development well to teach imaginatively and confidently. She leads the team of staff well. They successfully pool their competencies and share resources. Children in the Reception class made good progress in language and creative skills as they enthusiastically pretended to be lions acting out a story during the inspection. Children in the Nursery made good progress in language, number and social skills during a pleasant, very settled snack time where adults promoted conversation as children drank apple juice and milk and ate fruit together. Children helped to clear up after this and one confidently took remaining fruit back to the kitchen. The session successfully helped the least able children to settle and mix with

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Early Years Foundation Stage

others, and helped the most able to take initiative, become more independent and develop their language and numerical skills well. Although all children make good progress, extremely low starting points mean they still leave the Reception class with knowledge, skills and understanding at lower than the expected for their age. Accommodation and resources are suitable, attractive and used well inside. Opportunities for children to develop their learning outside are more restricted because the range of resources available and amount of time spent here are both limited.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Most of the parents and carers who responded to the inspection questionnaire were positive about all aspects investigated. A very small minority did not feel that they were kept adequately informed of their child's progress or helped to support their child's learning at home, or that the school deals effectively with unacceptable behaviour. A few pupils occasionally become restless when activities are less engaging, but behaviour at the school is generally good. Inspectors found that the school's involvement of parents and carers is proving positive in helping them to understand the school and support children's learning, but does not happen often enough. They have asked leaders to provide more frequent opportunities for this to take place.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Woodlands Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 71 completed questionnaires by the end of the on-site inspection. In total, there are 219 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 37 52 33 46 1 1 0 0 The school keeps my child safe 37 52 33 46 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 33 46 33 46 4 6 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 32 45 38 54 1 1 0 0

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Total % Total % Total % Total %

The teaching is good at this school 39 55 32 45 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 38 54 28 39 4 6 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 30 42 37 52 2 3 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 26 37 41 58 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 32 45 34 48 3 4 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 29 41 33 46 7 10 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 28 39 35 49 8 11 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 36 51 34 48 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 41 58 28 39 1 1 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Woodlands Primary School, Salisbury SP2 9DY

Thank you for being so friendly and telling us so much when we visited your school recently. We enjoyed spending time with you in lessons, in the playground and in the dining hall. We agree with you that it is a good school and can see why so many of you enjoy being there. We also agree with you that you are looked after well by all the staff. Good levels of care help you feel safe, help your learning and provide opportunities to talk about any worries or concerns. You make good progress in your learning because you are taught well and engage in a wide range of lessons and activities. You told us that you particularly enjoy practical lessons such as cooking, science and working with computers. The Nursery and Reception classes provide a good start even though there are not enough opportunities for the children to work and play outside. Progress is sometimes a bit slower than it could be because whole-class explanations are sometimes a bit too long. These do not meet your

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Inspection of Woodlands Primary School, Salisbury SP2 9DY

very different learning needs well and do not make the most of your skilful, caring teaching assistants. Your parents and carers are pleased with the school and how well you are all doing. There are not currently enough opportunities for them to be involved in your learning. We have therefore asked leaders to improve three things in your school. One is to provide more frequent opportunities and more resources for the youngest children to work and play outside. The second is to improve lessons by ensuring that introductions and explanations to the whole class are suitable for you all and make the most of all the staff. The third is to provide more opportunities for your parents and carers to be involved in your learning. You can help by continuing to behave well, telling your teachers when introductions really help you in your learning and by encouraging your parents and carers to be involved whenever they can.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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