Woodlands Park Primary School

Woodlands Park Primary School

Address: Heywood Avenue, Woodlands Park, Woodlands Park School, Maidenhead, Berkshire, SL6 3JB Unique reference number (URN): 149409

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Expected standard

Children typically get off to a positive start in the early years and make good progress from their starting points. Staff know children and their families well and establish clear routines that help children feel secure and ready to learn. This is evident from when they start in the nursery provision.

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Early years Expected standard

The curriculum is coherently ordered to help children build knowledge over time across all areas of learning. It identifies the essential knowledge and skills that children will learn, with a strong emphasis on communication and language. Children develop their vocabulary through high-quality interactions with adults. Daily stories and rhymes deepen children's understanding of language. Staff tailor activities to children’s starting points and provide additional support where needed. There are appropriate care practices in place and well- trained staff across the provision.

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Early years Expected standard

Reading is prioritised. Early reading is taught well. As a result, most children use their phonics knowledge with increasing accuracy. The mathematics curriculum provides a secure grounding in number, patterns and mathematical vocabulary. Children have frequent opportunities to practise and consolidate their learning indoors and outdoors.

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Early years Expected standard

Children behave well and develop independence. Most are well prepared for future learning. Leaders work effectively with parents and carers to support children’s readiness for Year 1.

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Inclusion Expected standard

Leaders identify pupils’ needs quickly and accurately. This includes any special educational needs and/or disabilities and any needs that disadvantaged pupils, or those known or previously known to children’s social care, may have. Staff use well-embedded systems for early identification and regularly monitor provision so that pupils receive timely and appropriate support.

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Inclusion Expected standard

Leaders reduce barriers to learning and wellbeing through carefully considered support, reasonable adjustments and individualised approaches. Tailored interventions and specialist advice are typically used well to help pupils access the curriculum and develop increasing independence. Staff receive suitable training on how to reduce any barriers to learning or wellbeing that pupils may have. In the main, adult support and adaptations to learning are used effectively to help pupils learn. However, there is some variability in how well pupils are supported across the curriculum.

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Inclusion Expected standard

Leaders rigorously monitor the impact of interventions. They gather a wide range of information, check pupils’ progress from their starting points and make timely adjustments where needed.

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Inclusion Expected standard

Leaders work productively with pupils' families and external agencies to shape the support that pupils receive. Pupil premium funding is used appropriately and contributes to improving pupils’ learning and wellbeing.

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Leadership and governance Expected standard

Leaders have established a clear ethos and strategic direction that is well understood across the school community. They know the school’s context, strengths and areas for development and have taken swift and appropriate action to address the most pressing priorities. Recent leadership changes and increased support from the trust have led to quick improvements. Leaders' actions are making a difference, although some aspects of provision are still embedding. Leaders act with professionalism. They have high expectations and are determined that all pupils will achieve well.

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Leadership and governance Expected standard

Leaders monitor and evaluate the school’s performance effectively. They work productively with the trust, local authority and external partners to strengthen capacity and improve provision. Professional development is well planned, evidence informed and aligned closely to whole-school priorities. Staff meetings and training are purposeful. Those teachers early in their careers receive appropriate support. Leaders take suitable account of staff's workload and wellbeing.

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Leadership and governance Expected standard

Governors and trustees understand their statutory duties and fulfil them effectively. They understand the school’s priorities and provide appropriate challenge and support to improve. Governors and trustees hold leaders to account for the quality of education that the school provides. They are mindful of workload and wellbeing and support leaders appropriately. Decisions at all levels are made in the best interests of pupils, particularly those who face the greatest barriers. Governors and trustees ensure that financial decisions, including the use of pupil premium funding, have a positive impact on pupils.

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Leadership and governance Expected standard

Leaders promote positive, respectful relationships across the school and are working hard to build trusting partnerships with families. Leaders continue to make improvements so that pupils attend school regularly and benefit from a consistently high-quality education.

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Personal development and wellbeing Expected standard

Leaders have established a personal development programme that is inclusive, coherent and responsive to pupils’ needs. Pupils' learning across the curriculum is reinforced by wider experiences and pastoral support to help prepare them well for later life.

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Personal development and wellbeing Expected standard

Pupils learn about managing risk, including when online, and can explain what to do if they are worried about anything. They know about personal boundaries and strategies for resolving disagreements. Pupils understand how to maintain their physical and mental health. Pupils develop an age-appropriate understanding of healthy relationships.

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Personal development and wellbeing Expected standard

Pupils develop their spiritual, moral, social and cultural understanding through a thoughtful programme and range of experiences appropriate to the school's context. They are encouraged to reflect on their beliefs and values, to understand right and wrong and to consider the consequences of their actions. Although pupils respect others and show tolerance, their learning about different faiths and some fundamental British values is hindered, at times, by variability in the quality of teaching.

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Personal development and wellbeing Expected standard

Pupils contribute positively to the school and wider community. They value the range of leadership opportunities, including the eco council, ambassadors, older pupils acting as

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Needs attention

buddies to their younger peers and the school council. Pupils enjoy the wide variety of clubs, trips and cultural experiences that help nurture their talents and interests. Participation is monitored carefully so that all pupils, including disadvantaged pupils, pupils with special educational needs and/or disabilities and those known to social care, benefit fully.

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Needs attention

Pastoral provision is a significant strength of the school. Leaders and staff know pupils’ needs and circumstances well and are vigilant about checking that they have the support they need. A wide range of tailored provision, including soft starts and access to mental health practitioners, helps pupils learn to regulate their emotions and develop confidence. Leaders monitor the impact of this support closely and work with parents and carers and external agencies to ensure that pupils receive the right help at the right time.

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Achievement Needs attention

Pupils’ attainment is not as high as it should be. Published outcomes at the end of key stage 2 are below the national average. Pupils are not as well prepared for secondary school as they should be.

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Achievement Needs attention

Many pupils across key stages 1 and 2, including those who are disadvantaged or have special educational needs and/or disabilities, have gaps in their knowledge, which limit the quality of the work they produce and how well they recall prior learning. Leaders are taking suitable action to address this. For instance, they ensure that pupils have more opportunities to apply and practise their learning and they have raised staff's expectations of what pupils can achieve. These actions are beginning to have a positive impact.

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Achievement Needs attention

Pupils make suitable progress from their starting points in the early years. This is reflected in published phonics outcomes, which are consistently in line with the national average. These pupils are well prepared for key stage 1.

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Attendance and behaviour Needs attention

Pupils' attendance is below the national average, and persistent absence is too high. Leaders have recently taken action to address this. They analyse attendance information closely and intervene quickly to reduce any barriers to pupils' learning and wellbeing. Leaders work effectively with families and external agencies to ensure that pupil absence is followed up promptly. Leaders understand the need to communicate clear messages about the importance of attendance to pupils and their parents and carers. Leaders' actions are beginning to secure improvement. For instance, pupils' rates of attendance have increased and persistent absence has reduced. Nevertheless, some pupils still do not attend school regularly enough.

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Attendance and behaviour Needs attention

Leaders have quickly embedded high expectations for pupils' behaviour. Routines are clear and consistently applied. This is helping pupils to settle to learning quickly and to move calmly around the school. Relationships between staff and pupils are warm and respectful. When incidents occur, including bullying or use of derogatory language, leaders act swiftly and ensure pupils feel safe. When appropriate, staff adapt approaches for pupils with special educational needs and/or disabilities and use targeted interventions to help them improve their behaviour. Low-level disruption is uncommon, and pupils are increasingly resilient and motivated. Leaders’ analysis of behaviour trends and their restorative work are contributing to sustained improvement.

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Curriculum and teaching Needs attention

There are inconsistencies in how well the curriculum is taught, which limit how successfully pupils learn. Although leaders have established an ambitious curriculum with clear end points, the quality of delivery varies across subjects in key stages 1 and 2.

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Curriculum and teaching Needs attention

Leaders have begun to take appropriate action to improve the quality of teaching. However, improvements are at an early stage. The professional development programme for staff is focused on the right priorities. These include developing staff's expertise in improving pupils' handwriting and reading comprehension, and raising their expectations of pupils' achievement in writing and mathematics. Leaders carefully check whether the changes that they make are improving classroom practice.

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Curriculum and teaching Needs attention

The curriculum is logically ordered and gives pupils appropriate opportunities to practise key skills and build on prior learning. Leaders ensure that pupils in the early stages of learning to read benefit from high-quality phonics teaching. Phonics is taught consistently well, with fidelity to the school’s chosen programme.

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Curriculum and teaching Needs attention

Teachers check pupils’ understanding. However, in some subjects, these checks are not precise enough to enable teachers to identify and address gaps in pupils' knowledge quickly. This includes pupils' spelling and handwriting knowledge, where expectations sometimes vary at times across the curriculum. This slows pupils’ progress through some areas of the curriculum. Teachers draw on their knowledge of pupils’ needs when designing learning activities and provide opportunities for pupils to practise, particularly with number work. However, there is variability in how effectively teachers adapt their teaching or provide suitable resources to help pupils learn as successfully as they should.

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What it's like to be a pupil at this school

Pupils enjoy coming to Woodlands Park Primary School because of the warm, respectful relationships they have with staff and with one another. These trusting relationships begin in the early years and help all pupils to feel secure, to settle quickly and to develop a sense of belonging. Staff know pupils well and work closely with families to build an inclusive and caring school community. Any barriers to pupils' learning or wellbeing are typically identified and addressed swiftly.

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What it's like to be a pupil at this school

Pupils are proud of their school and want to live out its vision and values so that they can ‘be the best they can be’. Social times are positive and friendly, with pupils organising games and playing cooperatively. Pupils feel safe. They say that adults listen to them and they know who to speak to if they have any concerns. They learn how to stay safe, including online, and can explain what they would do if something worries them. Pupils show tolerance and respect for others. When incidents of bullying occur, leaders act quickly to address them.

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What it's like to be a pupil at this school

Pupils typically behave well and respond positively to the clear routines and high expectations that leaders have established. As a result, classrooms are calm environments where pupils are ready to learn. Pupils enjoy reading and talk enthusiastically about the books they have studied. However, gaps in pupils' knowledge and variability in the quality of teaching mean that they do not achieve as well as they should. Leaders are taking appropriate action to address these issues and improve outcomes so that pupils are better prepared for the next stage of their education.

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What it's like to be a pupil at this school

Too many pupils do not attend school regularly enough. Leaders have strengthened attendance procedures, resulting in notable improvements. However, they recognise that there is more to do.

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What it's like to be a pupil at this school

Pupils value opportunities to take on leadership roles, such as school ambassadors and members of the school council. They enjoy the range of clubs and activities that help them develop their talents and interests. Educational visits, including to the Imperial War Museum, enrich pupils’ learning and help bring the curriculum to life.

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Next steps

Leaders should ensure that their expectations of pupils' spelling and handwriting are applied consistently so that they develop the fluency and accuracy to communicate effectively in writing and to produce high ‑ quality work across the curriculum. Leaders should continue to refine how effectively teachers use assessment to identify gaps in pupils' knowledge and skills precisely so that these can be addressed quickly. Leaders should ensure that teachers have the expertise that they need to adapt their delivery of the curriculum and provide suitable resources for pupils with additional barriers to their learning so that these pupils learn successfully. Leaders should continue to strengthen their approach to improving pupils’ attendance and reducing persistent absence so that more pupils benefit from attending school regularly.

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About this inspection

This school is part of the Slough and East Berkshire Church of England Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Chris Spencer, and overseen by a board of directors, chaired by Vish Mehta.

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About this inspection

The chair of the school's board of governors is Maxine Wood.

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About this inspection

The headteacher had only been in post from September 2025.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

National average: 272 Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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What does this mean?

Inspectors spoke with the headteacher and other senior leaders during the inspection. Inspectors also met with the trust directors, members of the governing body, governance professionals and the CEO.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school does not use alternative provision.

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What does this mean?

The headteacher joined the school this academic year.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 15%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 70% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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