Schools & FE · Report card

Wood Green Junior School

Inspected 24 Feb 2026 · published 30 Apr 2026 · URN 103913

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Summary

No overall grade in this frameworkSafeguarding met

James Dean (lead), Karen O'Keefe, Vanessa Payne

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
24 Feb 2026
Inspectors verified
James Dean, Karen O'Keefe, Vanessa Payne
Postcode verified
WS10 9BW
Name on report verified
Wood Green Junior School
Safeguarding verified
Met
URN verified
103913

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+56Positivemore positive than 26% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositivehighly effectivefeel safeconfidentlyimprovedrespectfulpositively

Criticismconcernsconcernfall behindnot consistentlylacksgapsstrugglenot effective

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1408w+48
Leadership261w+80
Safeguarding51w−11
What needs to improve120w+67

Strengths

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Concerns

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However, the teaching of handwriting and aspects of writing fluency are not consistently effective. p.3

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,840; about usual (typical 1698)
Reading level: Hard; Flesch 39, typical 43
Average sentence: 15 words
Next steps: 4; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 49%Leadership 9%Safeguarding 2%What needs to improve 4%About the inspection 36%

Full report text

Wood Green Junior School

Address: Hobs Road, Wednesbury, West Midlands, WS10 9BW Unique reference number (URN): 103913

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Pupils typically achieve well as they move through the school. They develop secure knowledge in reading, writing and mathematics, which helps them access learning across the wider curriculum. Pupils recall prior learning confidently and use this to tackle new concepts with increasing independence. However, some pupils' handwriting is not accurate. This limits the fluency of their written work. Leaders are aware of this and have introduced a whole-school approach to ensure consistency in the teaching of handwriting.

p.2

Achievement Expected standard

Published outcomes show that pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, generally attain in line with national averages by the end of key stage 2. Combined outcomes in reading, writing and mathematics for pupils have improved over time as a result of leaders’ work to strengthen the curriculum and teaching. The proportion of pupils reaching the higher standard is improving. On the whole, pupils are well prepared as they make the transition to each new stage of their education.

p.2

Attendance and behaviour Expected standard

Leaders’ determined work to improve attendance continues to make a positive difference. They monitor pupils’ attendance closely, responding quickly when patterns of concern emerge. Staff engage thoughtfully with families, taking time to understand the specific challenges some pupils face. This enables leaders to provide targeted support that helps pupils return to regular routines. Consequently, overall attendance is broadly in line with national figures and the proportion of pupils with higher levels of absence rates is reducing. Daily welcome routines ensure that pupils feel noticed and valued as soon as they arrive. Pupils who need extra reassurance benefit from calm and consistent support so that they begin the day ready to learn.

p.2

Attendance and behaviour Expected standard

Pupils behave well and show respect towards one another. Classrooms are orderly and pupils understand clearly the routines that help them settle to work. Staff reinforce expectations and apply the school’s behaviour procedures consistently. Leaders make reasonable adjustments and target support for pupils who may need extra help, including disadvantaged pupils and those with special educational needs and/or disabilities. Around the school, pupils move sensibly and treat shared spaces responsibly. They say bullying is rare and trust staff to resolve issues if they arise. Pupils take pride in roles of responsibility, such as play leaders, and show positive attitudes to learning. As a result, pupils contribute to a calm and respectful environment.

p.2

Curriculum and teaching Expected standard

Leaders know the quality of the curriculum and teaching well. They have developed a well- considered curriculum that meets pupils' needs. It follows a clear sequence, ensuring that pupils revisit and deepen essential knowledge over time. Leaders check the effectiveness of the curriculum regularly. They use this information to refine subject plans and strengthen teaching. As a result, pupils typically experience lessons that build on what they already know. Teachers generally present ideas clearly, promote discussion, check what pupils understand and address any gaps in their knowledge effectively. Teachers adapt tasks so that pupils with special educational needs and/or disabilities can access learning alongside their peers. They generally use information from their checks to design tasks that move pupils' learning on. However, occasionally, less well-matched tasks or insufficient challenge limit pupils'

p.2

Curriculum and teaching Expected standard

In reading and mathematics, pupils benefit from consistent approaches that help them practise and apply key knowledge. If pupils fall behind in phonics or number facts, staff provide timely support so they can catch up. However, the teaching of handwriting and aspects of writing fluency are not consistently effective. This means that some pupils struggle to present their ideas accurately and neatly in longer pieces of work.

p.3

Inclusion Expected standard

Leaders identify pupils’ needs promptly and use well ‑ structured systems to understand the barriers that may affect their learning. Staff have detailed knowledge of pupils and routinely report information about their attendance, wellbeing and achievement. As a result, pupils who are disadvantaged, have special educational needs and/or disabilities or are known to social care receive support that reflects their individual circumstances. Typically, they learn alongside their peers effectively.

p.3

Inclusion Expected standard

Staff work closely with families and external professionals. This helps leaders to identify pupils' needs clearly, set goals and check the difference support makes. These partnerships enable staff to make informed decisions. Parents and carers appreciate the school’s proactive communication and collaborative approach. Leaders recognise that some pupils’ targets are not as precise as they should be. They are continuing to refine these so that expectations are clearer, and the learning opportunities staff provide are well matched, enabling pupils to achieve more highly.

p.3

Inclusion Expected standard

Staff benefit from purposeful training that strengthens their confidence in making adaptations. They use visual prompts, practical equipment and digital tools to support pupils in accessing the same curriculum as their peers. Additional staff promote pupils' independence, not reliance, following evidence-based approaches to support.

p.3

Inclusion Expected standard

Additional funding, including the pupil premium grant for disadvantaged pupils, is used effectively to remove barriers and widen pupils’ experiences. As a result, pupils feel valued and included in school life.

p.3

Leadership and governance Expected standard

School leaders and those responsible for governance work together with clarity and purpose. They have an accurate understanding of the school’s strengths and the areas that require further development. Leaders use this insight to set well-judged priorities that drive the right work across the school at the right time. They make decisions that are in the best interests of pupils, particularly those who are disadvantaged or have special educational needs and/or disabilities. Leaders check regularly on the impact that their decisions have, adjusting their approach, when needed, so that improvements benefit all pupils. Staff understand whole school priorities and take appropriate action to support improvement. Governors fulfil their strategic responsibilities effectively. They draw on a range of evidence to assure themselves that leaders’ actions are having the intended impact. Governors provide a balance of support and challenge, ensuring that leaders remain focused on pupils’

p.3

Leadership and governance Expected standard

welfare, inclusion and achievement. They carry out their statutory duties well, including overseeing safeguarding systems.

p.4

Leadership and governance Expected standard

Leaders have created a well-structured and sustained programme of professional learning. This helps staff, including early career teachers, to strengthen their expertise and classroom practice. Staff speak positively about the culture of collaboration and trust that leaders have established. They value leaders’ thoughtful consideration of workload and the structures in place to support their wellbeing.

p.4

Leadership and governance Expected standard

Leaders foster supportive relationships with parents and carers, and the wider community. Most parents have very positive views of how well the school is run and how caring the staff are. They recognise the commitment shown by staff to ensuring that pupils feel supported, included and safe.

p.4

Personal development and wellbeing Expected standard

The school’s personal development programme provides pupils with a foundation for life in modern Britain. Pupils develop an understanding of the differences between people and learn why some of these are protected against discrimination. Pupils are introduced to different religions and cultures, although sometimes their understanding of these lacks depth. Through assemblies and class discussions, pupils deepen their knowledge of fundamental British values. They take part in democratic processes, such as voting for the head pupil.

p.4

Personal development and wellbeing Expected standard

A carefully planned programme of relationships, sex education and health education (RSHE) supports pupils to understand issues, such as consent and puberty. They learn about healthy relationships in an age-appropriate way and know what it means to be a good friend. Pupils learn how to keep themselves safe, including online, and know who to approach if they have concerns. Pupils also explore strategies to maintain good physical and mental health. They gain early insights into future careers through visitors, who share their experiences, and through ‘Job of the week’ assemblies. These raise pupils’ aspirations and broaden their economic awareness.

p.4

Personal development and wellbeing Expected standard

A wide range of enrichment activities enhances the curriculum. Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, take part in after- school clubs that foster talents and interests. Activities such as computing, dance, music and sports provide opportunities to try something new. Leaders typically monitor pupils' participation to ensure equity of access. Educational visits, including to museums, a space centre and historical sites promote pupils’ curiosity. Residential trips build independence and teamwork through outdoor, adventurous experiences.

p.4

Personal development and wellbeing Expected standard

Pupils take pride in contributing to the school and local community. Roles such as classroom ambassadors, reading buddies and playground buddies encourage responsibility and active citizenship. Pupils recognise how these roles develop respect, cooperation and care for others.

p.4