Woodlands Primary School

Woodlands Primary School

Address: Alban Crescent, Borehamwood, Hertfordshire, WD6 5JF Unique reference number (URN): 117181

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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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Inclusion Strong standard

Leaders are committed to providing opportunities for success for all pupils, regardless of their starting points. They have established robust systems for early identification of pupils' needs and ensure that staff are very well informed about the barriers pupils face. If necessary, leaders provide training so that staff have the expertise to support pupils effectively. Leaders seek specialist advice and liaise with partners such as the local authority. These partnerships help to ensure the provision pupils receive is precisely matched to their needs.

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Inclusion Strong standard

Some pupils attend the school's internal provision for pupils with special educational needs and/or disabilities (SEND), The Orchard. Here, pupils follow a bespoke curriculum that enables them to make incremental steps of progress towards the targets on their education, health and care (EHC) plans. Elsewhere in the school, pupils with SEND access the curriculum alongside their peers. Staff make a variety of sensitive adaptations that enable these pupils to progress well.

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Inclusion Strong standard

Leaders check pupils' progress and the quality of provision meticulously. They act swiftly if they notice something is not working as intended. Leaders' use of additional funding, such as the pupil premium grant for disadvantaged pupils, is highly effective. This is reflected in the gains made in disadvantaged pupils' achievement, attendance and wider development.

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Personal development and wellbeing Strong standard

The personal development programme is very deliberately designed to meet pupils' needs. It is delivered in a variety of ways. For example, a comprehensive personal, social and health education curriculum teaches pupils important knowledge that helps to prepare them for adulthood. Carefully planned assemblies convey important messages about values, including fundamental British values such as democracy and tolerance. Extra-curricular clubs offer pupils opportunities to develop their talents in music, sport and creative or performing arts. Educational visits enhance learning in curriculum subjects and often give pupils experiences they might not otherwise have. Themed days such as 'Be ambitious day' raise pupils' awareness of career possibilities and how to achieve them.

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Personal development and wellbeing Strong standard

As a result of this extensive offer, pupils develop a secure knowledge of a range of issues such as discrimination and the differences between people that are protected in law, personal safety on- and offline, financial management and healthy relationships, at an age- appropriate level. Pupils are extremely well equipped to become effective and successful citizens of the future. This includes disadvantaged pupils and those with special educational needs and/or disabilities. Through careful tracking of participation, subsidised activities and deliberately targeted opportunities, leaders ensure that all pupils benefit from the personal development programme.

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Personal development and wellbeing Strong standard

Pupils know their voices are heard at school. Through the school council, they can influence leaders' decision making. For example, new playground equipment was installed at the request of the school council. Pupil voice surveys inform changes leaders make to the wider offer. For example, they adjust the clubs and trips programme according to pupils' feedback.

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Expected standard

Pupils trust leaders to act if they need wellbeing support. Pastoral provision is highly effective in anticipating pupils' needs and helping them overcome barriers. This enables all pupils to make the most of the academic, personal and social opportunities on offer.

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Achievement Expected standard

Pupils' outcomes in national tests in reading, writing and mathematics at the end of Year 6 have been improving year-on-year for the last 3 years. They are now close to or above national averages. Disadvantaged pupils' achievement has also improved and is close to that of disadvantaged pupils nationally. This upwards trend is a result of leaders' actions to improve consistency and quality in teaching and their astute use of additional funding. Where achievement is below national averages, such as in the Year 1 phonics screening check and the Year 4 multiplication tables check, leaders have acted promptly to drive improvements.

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Achievement Expected standard

In the early years, children progress securely against their starting points. Pupils with special educational needs and/or disabilities, including those in The Orchard, achieve their targets and progress well. Across the curriculum, pupils recall their prior learning confidently. Many produce high-quality work. Overall, pupils are well prepared for the next stage of learning.

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Attendance and behaviour Expected standard

Pupils' attendance overall is improving steadily and is currently close to the national average. This improving picture is mirrored in the figures for disadvantaged pupils and pupils with special educational needs and/or disabilities. It is a result of leaders' work in recent years. They promote the importance of regular attendance and build trusting relationships with parents and carers. They provide support and make adaptations that remove the barriers to attendance some pupils face. That said, leaders know that the number of pupils who are frequently absent from school is still too high. Reducing this continues to be a priority.

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Attendance and behaviour Expected standard

Leaders and staff have high expectations of pupils' conduct. They act as positive role models and teach pupils how to make the right behaviour choices. The school's values play an important part in helping pupils develop qualities such as self-control, resilience and respect. Consequently, classrooms are calm, relationships are warm and standards of behaviour are very high. If pupils struggle to manage their behaviour, staff adjust their expectations. They teach strategies, including the use of calming spaces, to help pupils regulate their emotions and be ready to learn. Bullying and other forms of unkind behaviour are not tolerated. Staff and leaders respond effectively to any reported incidents.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. It sets out clearly for teachers what to teach and when to teach it so that pupils build their knowledge and skills gradually over time. Key vocabulary is identified for pupils to learn in each subject and year group. Leaders review the impact of the curriculum and teaching continually. They are quick to make changes where these are needed, including providing relevant training for staff.

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Curriculum and teaching Expected standard

Foundational knowledge such as early reading, handwriting, spelling, grammar and number facts are generally taught well. This enables pupils to learn successfully in other subjects. If pupils have gaps in their foundational knowledge they receive the help they need to close these.

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Curriculum and teaching Expected standard

Across different subjects, typically, staff revisit what pupils already know, explain new content clearly and check pupils' understanding before moving on. Occasionally, staff do not use checks on learning as effectively as they could to inform their decisions about what to teach next. Sometimes, pupils' misconceptions are not addressed and opportunities to deepen their learning are overlooked. This can slow pupils' learning.

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Curriculum and teaching Expected standard

Staff make adaptations to meet the needs of pupils with special educational needs and/or disabilities (SEND). They use additional resources and carefully considered teaching strategies to enable pupils with SEND to progress well.

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Early years Expected standard

Leaders have improved the early years curriculum and environment. They have provided staff training to enhance the quality of teaching. Effective partnerships with parents, carers, and previous settings enable leaders to identify children's needs before they arrive. This supports children to transition smoothly and happily into school life. Warm relationships between staff and children start in the early years and continue throughout the school.

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Early years Expected standard

The curriculum is carefully mapped out to help children acquire the knowledge and skills they need. It identifies the sequence of learning, with a focus on communication and language, and personal and social skills in the first instance. In the Nursery, children learn to recognise sounds, identify small quantities of objects and build their fine-motor skills ready for writing. In the Reception year, early reading, writing and number skills are taught effectively. Shared stories encourage a love of reading and inspire children's independent play. Topic work introduces children to a range of subjects. For example, they develop an early understanding of chronology by reflecting on events in their own lives. They learn about habitats by searching for minibeasts in the woods. Overall, children progress very well and, typically, they are ready for their next steps by the end of the Reception Year.

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Leadership and governance Expected standard

Leaders are united in their ambition to provide a highly inclusive school, where every pupil feels they belong. They know their school and pupils very well and use this knowledge to inform their decisions. When leaders notice that something is not working well enough, they take swift action to raise standards. For example, the impact of leaders' decisions is evident in the improvements seen in attendance and achievement in recent years.

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Leadership and governance Expected standard

Professional learning is a priority. Leaders value staff and are keen to strengthen staff expertise so that they can deliver the best possible experiences for pupils. Leaders consider staff wellbeing and the impact on workload of any changes they make. As a result, staff morale is high. Staff share leaders' vision and are committed to helping them achieve their goals.

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Leadership and governance Expected standard

Governors bring a range of skills and expertise to their role. They keep themselves informed about all aspects of the school's work. This includes overseeing statutory duties such as safeguarding and the use of any additional funding. Governors provide appropriate support and challenge to leaders. They are involved in setting strategic priorities and have a voice in change programmes, such as the establishment and planned expansion of the school's internal provision for pupils with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders establish successful partnerships that enhance the school's provision. These include with external agencies such as the local authority, and with nearby schools. Leaders build trusting relationships with parents and carers. This positive, outward-facing engagement adds value to pupils' experiences at school.

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

This is a happy, inclusive school. Everyone is welcomed and supported to succeed, regardless of their starting point. Pupils attend increasingly well, because they feel safe and find learning fun. They develop warm, respectful relationships with each other and with staff. By the time they leave, pupils embody the school’s 6 values: be kind, be curious, be confident, be ambitious, be passionate, be positive. These are the bedrock of school life. They set pupils up extremely well for their next steps.

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

Regular routines and clear expectations are embedded throughout the school. Praise, encouragement and other incentives such as certificates, raffles and termly treats motivate pupils to attend regularly, behave well and work hard. If pupils face barriers academically or otherwise, staff ensure these are reduced. They adapt the curriculum, teaching, timetable and behaviour expectations as needed, so that all pupils can experience success. Staff know pupils very well. This helps them make the right adaptations at the right time.

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

In recent years, pupils’ achievements in national tests at the end of Year 6 have improved. They are now close to or above national averages. Throughout the school, pupils progress well through the curriculum. This includes disadvantaged pupils and those with special educational needs and/or disabilities. Where pupils' achievement is less positive, for example in phonics, leaders take swift action to improve things.

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

Pupils' wider development and readiness for life beyond the school gates are extremely well catered for. All pupils have access to a range of carefully considered opportunities that enhance learning, develop their talents and increase their aspirations. These include clubs, educational trips and school productions. Special events such as ‘Be ambitious day’ and the annual talent show inspire pupils to consider future careers in areas such as performing arts, marine biology, creative writing and architecture.

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Lead inspector:

Caroline Crozier, His Majesty's Inspector

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Team inspectors:

Lynda Walker, Ofsted Inspector Wayne Jarvis, Ofsted Inspector

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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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Next steps

Leaders should ensure they support staff to consistently adapt their teaching in the moment and based on their ongoing assessments, so that pupils’ opportunities to progress and deepen their learning are maximised. Leaders should continue to focus on improving attendance, particularly on reducing the number of pupils who are frequently absent, so that all pupils benefit fully from the school’s offer and achieve as well as they can.

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About this inspection

The chair of the board of governors in this school is Tracey Page.

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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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About this inspection

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

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About this inspection

Inspectors spoke with the headteacher, 2 assistant headteachers, special educational needs coordinator and other members of staff during the inspection. The lead inspector met with governors, including the chair of governors. She spoke with the school's effectiveness advisor on the telephone.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 1 unregistered alternative provision.

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About this inspection

Headteacher: Rebecca Woode This data is from 2 June 2026

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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?

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.

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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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average

2024/25 (final) 66% 62% Close to average

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average

2023/24 (final) 54% 61% Close to average

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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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average

2024/25 (final) 72% 75% Close to average

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average

2022/23 (final) 67% 73% Close to average

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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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average

2023/24 (final) 73% 72% Close to average

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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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average

2022/23 (final) 70% 73% Close to average

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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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average

2024/25 (final) 57% 47% Close to average

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average

2023/24 (final) 33% 46% Close to average

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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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national average

2024/25 (final) 64% 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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average

2024/25 (final) 71% 61% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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