Woodlands Infant and Nursery School

Inspection of a school judged good for overall effectiveness before September 2024: Woodlands Infant and Nursery School Whitethorn Grove, Birchwood, Lincoln, Lincolnshire LN6 0PF

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Outcome

Woodlands Infant and Nursery School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Woodlands Infant and Nursery School’s ambition is that all pupils will, ‘dream big’. The school works with determination to prepare pupils to become confident and well-rounded future citizens of their own communities and the world beyond. Pupils have opportunities to learn about possible careers. Fire-fighters, paramedics, a zoologist and scientist visit the school to talk about their jobs.

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What is it like to attend this school?

The school balances high expectations for pupils’ academic achievements with a warm and nurturing approach. These expectations are spelled out for pupils through the values the school has identified: respect, collaboration, nurture, creativity, resilience and aspiration. Pupils live up to these expectations and achieve well. Right from the nursery class, children behave well and work and play together cooperatively. They learn the school’s routines and respond promptly to their teachers’ requests and instructions. Across the school pupils take their learning seriously and help each other to do their best. They enjoy coming to school and are happy to be there each day.

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What is it like to attend this school?

Pupils understand the value of kindness. They appreciate that the adults in school keep them safe. Relationships between pupils and adults are positive. Pupils welcome new starters to the school. In no time at all everyone feels part of this cheerful and friendly school community.

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

The school has developed a well-designed curriculum. Children in the early years learn key skills that provide a firm foundation for later learning. The development of children’s 28 January 2025

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language is a prime example of the school’s strategic approach to ensure that pupils know and remember more over time. Staff identify and explicitly teach key vocabulary. Adults explain the meaning of new words and rehearse them with pupils so they can use this vocabulary independently. For example, in the Reception Year children use ‘chunky’, and ‘protect’ to talk about penguins as part of their work on the Antarctic.

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Typically staff present new learning clearly. Lessons have a clear structure that is consistently followed in all year groups. Teachers routinely check that pupils can recall prior learning. They model new concepts and guide pupils to complete independent work. Pupils with special educational needs and/or disabilities (SEND) are well understood. Staff identify their needs and carefully consider the best ways to adapt the curriculum for these pupils. For example, staff provide pupils with SEND additional resources or a ‘pre-teach’ session to give them a head start when learning new concepts.

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Teachers give pupils activities that engage them in their learning well. Children in nursery respond enthusiastically to the tasks they are given linked to the story, ‘Going on a Bear Hunt’. In physical education pupils develop their understanding of fundamental movements in order to improve their gymnastic skills. However, in mathematics, some pupils are not given the same opportunities to apply their knowledge to solve mathematical problems as their peers. This can limit their ability to develop a deep understanding of the subject.

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‘Every child a reader’ is a golden thread that runs through the school’s work. Children in nursery learn to listen out for sounds in their environment. They are well prepared for the phonics lessons they will have in the Reception Year. Teachers use checks well to make sure that pupils receive the right help to secure their phonic knowledge. As a result, many pupils read with confidence, enthusiasm and expression.

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Children from nursery upwards learn good habits and cultivate positive attitudes to learning. This provides a grounding for the calm and purposeful learning environment the school has established. Leaders promote the importance of pupils’ regular attendance. They work closely with families to ensure that pupils attend well.

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Leaders have carefully planned for pupils’ personal development. Pupils learn about fundamental British values. They understand that ‘voting is a superpower’, the difference between right and wrong and how to offer their own views while showing respect for those of others. The curriculum is enhanced through visits such as to Lincoln Cathedral, a falconry and an adventure centre. However, the school’s extra curriculum offer is limited even though pupils express their desire to have the chance to be creative, participate in the arts and experience a wider range of sports.

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Leaders have kept a close eye on the impact of their work to continue to improve the school. Staff appreciate the consideration leaders show for their workload and well-being. They say, ‘everyone is pulling in the same direction’. Governors are committed to providing the school with support, and challenge at the right times. Everyone shares the common goal that pupils will succeed. 28 January 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion some pupils are not expected to use and apply their mathematical knowledge sufficiently well. Some pupils do not routinely complete the reasoning and problem-solving aspect of the lesson that most other pupils complete. This limits their ability to deepen their learning in this subject. The school should ensure that all pupils consistently, fully develop their skills to solve mathematical problems.  There are limited opportunities for pupils to develop their interests beyond the curriculum. Pupils are not provided with a wide range of extra-curricular activities that may help them to identify their potential skills and talents. The school should ensure that pupils have the chance to try out new experiences that will engender their personal interests to support the school's vision that all pupils will, 'Take off and fly!'

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View 28 January 2025

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when deciding which schools to inspect, when to inspect them and as part of their inspection.

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The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 28 January 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 21 and 22 May 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Forest Skies Federation.  The headteacher was appointed in January 2021. She is also currently co-headteacher at The Lancaster School.  The school provides breakfast and after-school childcare.  The school does not use alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and middle leaders. The lead inspector met with five governors, including the chair of governors and held a telephone conversation with 28 January 2025

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a representative from the local authority.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. They held discussions about the curriculum and spoke to staff. The lead inspector heard pupils read to a familiar adult.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons, around the school and at playtime and lunchtime. Inspectors spoke with pupils to gather their views of the school and reviewed responses to the pupil survey.  Inspectors considered the responses to the staff survey and spoke to a range of staff.  Inspectors spoke to parents at the school gate. There were no responses to the Ofsted

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Parent View questionnaire or free-text service.

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Inspection team

Caroline Poole, lead inspector His Majesty's Inspector

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Inspection team

Ben Waldram Ofsted Inspector 28 January 2025

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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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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