Woodlands Primary School

Woodlands Primary School

Address: Woodlands Road, Formby, Liverpool, Merseyside, L37 2JN Unique reference number (URN): 104881

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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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Achievement Expected standard

On the whole, Woodlands pupils achieve well. Their outcomes at the end of key stage 2 are largely in line with national averages. In reading, attainment for those facing disadvantage is typically below that of their peers. Some older pupils have gaps in their reading knowledge. However, leaders’ work to improve this means that pupils’ achievement is better than published outcomes suggest. Leaders' work to improve the consistency of phonics teaching means that pupils achieve well. Pupils usually achieve very well in the Year 4 multiplication check. They use their mathematical knowledge to solve more complex tasks as they get older. Pupils achieve well in mathematics.

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Achievement Expected standard

Pupils use their developing reading and writing skills to access and make progress across the whole curriculum. Pupils have the knowledge and skills needed for the next stage of education.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils’ attendance. They check any patterns and trends in attendance carefully and use this information to provide targeted support for pupils who need it. Leaders help parents and carers to understand the negative impact that absence can have on pupils' success at school. They contact families if a pupil’s attendance is a concern. Leaders' work with families rapidly reduces any barriers to attendance that pupils might face. As a result, attendance overall is positive, and persistent absence is low.

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Attendance and behaviour Expected standard

Leaders' high expectations for behaviour are supported by well-established routines. These help pupils to understand what is required and to meet expectations. Staff apply rules fairly and effectively. They make thoughtful adaptations to support pupils with their behaviour when needed. Over time, pupils learn to manage their own conduct. As a result, pupils consistently behave well and have positive attitudes. Pupils try hard, care about their learning and show respect for others. Incidents of bullying are rare, as is discriminatory behaviour. Staff deal with any issues that arise quickly and effectively.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum for pupils to study. Leaders understand which aspects of the curriculum require further work. They take effective action to bring about improvements. For example, leaders have improved the consistency of phonics teaching. Pupils quickly secure the early reading skills that they need by the end of key stage 1.

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Curriculum and teaching Expected standard

Teachers use their expertise to help pupils to secure important knowledge in reading, mathematics and writing. Staff routinely check whether pupils need extra help to catch up. Leaders generally make sure that staff have the expertise to provide support for pupils when it is needed. However, when older pupils struggle with reading, the support they receive is not as precise as it could be. In all subjects, leaders have clearly identified the important learning that pupils need. Teachers consistently help pupils to practise new learning. This helps pupils to remember the things that they have been taught. However, teachers sometimes miss opportunities to help pupils connect new learning to the things that they already know. This limits the depth of pupils’ knowledge and understanding.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities (SEND) get the help that they need to learn the curriculum. Teachers adapt learning for pupils that need it. Pupils with SEND benefit from this support. Some pupils with SEND learn an adapted curriculum. Leaders ensure that this curriculum helps pupils to make progress. Pupils quickly develop their language skills as a result.

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Early years Expected standard

Leaders prioritise the education of children in the early years so that they enjoy a successful start to school life. Leaders provide an early years curriculum that is well considered. This enables children to progress well as they move through the Nursery and Reception Years. They are happy and enjoy learning new things. Children are well cared for. They develop positive relationships, learn well and feel safe.

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Early years Expected standard

Staff successfully develop children’s vocabulary and communication skills. Typically, they use their interactions to help children acquire the language that they need. Children practise using this language as they play and learn. For example, children confidently describe the life cycle of a butterfly using words such as 'chrysalis' and 'cocoon'.

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Early years Expected standard

Staff ensure that children successfully learn to count and use numbers. Staff teach phonics consistently well. Children use their knowledge of the sounds that letters make to read with increasing accuracy and fluency. Teachers quickly identify children who have additional needs. Children with special educational needs and/or disabilities and those facing disadvantage get the extra help that they need. This means that, overall, children achieve well across all areas of learning in the early years. They are well prepared for Year 1.

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Inclusion Expected standard

Leaders make sure that all pupils know that they belong and experience success. This includes pupils known to social care, pupils facing disadvantage and those with special educational needs and/or disabilities (SEND). Leaders support staff to identify pupils’ needs early and accurately. From the moment that children join the early years, leaders work closely with families and carers to provide the support that pupils need. Leaders also make effective use of external expertise when planning this support.

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Inclusion Expected standard

Leaders generally use additional funding to meet the needs of disadvantaged pupils well. For example, leaders provide additional support with learning. The support that staff provide helps pupils to keep up with learning. Generally, any gaps pupils have in their knowledge close quickly. In reading, these gaps do not close as quickly as they could for some older pupils. Leaders use additional funding to ensure that all pupils have access to the school’s wider offer. Leaders make sure that trained staff support pupils with their wellbeing when they need it. This support helps pupils to be ready to learn. Teachers adapt the way they deliver lessons so that pupils can access the curriculum regardless of need. Teachers make adjustments to equipment and use technology well to support pupils that need it. Some pupils with SEND work towards individual goals. Staff help them to achieve these goals. Pupils with SEND progress well from their starting points.

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Leadership and governance Expected standard

Leaders use their accurate understanding of the school to make continual improvements. For instance, leaders' work to improve inclusion and the teaching of early reading and writing has had a positive impact.

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Leadership and governance Expected standard

Governors have an accurate view of the school. They use this knowledge to offer challenge and support to school leaders. Governors use their training to fulfil their statutory duties. They ensure that important aspects of the school’s work, for example safeguarding, are consistently effective. Governors ensure that leaders’ use of additional funding, such as the pupil premium grant, is fair and in line with guidance. This supports the school's highly inclusive wider offer.

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Leadership and governance Expected standard

Leaders have prioritised staff’s professional learning in important areas such as reading, writing and mathematics. Staff have many opportunities to work with colleagues from other schools. This helps them to deepen their expertise. Staff use this expertise to teach the curriculum well and adapt learning for pupils when necessary.

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Leadership and governance Expected standard

Leaders work closely with parents and carers. This supports their understanding of the individual needs of each pupil and family and has a positive impact on the support that pupils receive. Leaders have created a school culture based on respect. They show care for staff wellbeing and workload. Staff feel valued and supported. In turn, staff consistently act in the best interests of each pupil.

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Personal development and wellbeing Expected standard

Leaders have developed a coherent programme for pupils' personal development. They shape the offer thoughtfully to reflect the school’s context. For example, pupils learn to stay safe near the local railway. They learn to cycle safely on the many paths near school. In addition, pupils learn about staying safe online and how to care for their mental health. Pupils appreciate and respect religious beliefs that are different from their own. When discussing issues, pupils are thoughtful. They have a keen sense of right and wrong.

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Personal development and wellbeing Expected standard

Pupils learn about responsibility through leadership roles such as playground pals, house captains and sports leaders. Pupils learn to work together in class. They collaborate with pupils from other schools when they perform concerts for the community. Pupils enjoy visits to museums, wildlife reserves and other local places of interest. These opportunities bring learning to life. Pupils remember more of their learning as a result.

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Personal development and wellbeing Expected standard

Leaders ensure that staff are trained to meet pupils' pastoral needs. Pupils know how to access support if they need it. Pupils learn about healthy relationships. They understand important aspects of relationships and health education, such as puberty and consent. Leaders deliberately make sure that all pupils have access to activities and clubs. Most pupils take up these opportunities. Pupils with special educational needs and/or disabilities and those facing disadvantage access the same broad offer as their peers.

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Personal development and wellbeing Expected standard

Pupils are tolerant and value fairness, although their understanding of fundamental British values such as democracy and the rule of law is uneven. While pupils treat others with respect, their understanding of equality and diversity varies. Leaders have begun to improve these aspects of learning. However, this work has not had time to impact on all pupils. Despite this, pupils are generally well prepared for the next stage of their education and for life in modern Britain.

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

Leaders have established a culture that helps pupils develop positive relationships with each other and those who care for them. This begins in the early years, where children happily work together and settle into new routines. Pupils are safe in this school. If they need help, leaders make sure it is readily available.

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

Leaders have high expectations for pupils’ behaviour, and pupils behave well. They follow the routines and the examples that staff set for them. Staff speak to pupils kindly and with respect, so pupils do the same. They learn about friendships, understand discrimination and have a keen sense of fairness. Pupils feel that any form of bullying has no place in their school. If bullying does happen, leaders take action to make sure that it stops. Staff help pupils to recognise and manage their emotions. Pupils flourish in a well-ordered environment that helps them to focus on their learning.

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

Pupils benefit from well-considered support that helps them to keep up with learning. When necessary, leaders provide extra sessions that help pupils to secure their learning, for example in phonics. As a result of the knowledge that pupils gain in these extra sessions, they approach their lessons with confidence and enjoy learning. Children in the early years learn the language they need to communicate well. Typically, pupils across the school achieve well.

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

Pupils are proud of their school. They describe themselves as lucky to attend Woodlands. Most pupils attend regularly. They enjoy the opportunities the school offers to develop their talents in the arts, music and sport. Carefully planned trips enhance pupils' learning of the curriculum. All pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, are included in the school's wider offer. Overall, pupils are well prepared for their next steps in life and education.

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Next steps

Leaders should ensure that the support disadvantaged pupils receive is more precise so that any gaps in their knowledge close rapidly.

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Team inspectors:

Annie Douglas, Ofsted Inspector Tony McCoy, 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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351

Leaders should ensure that staff enable pupils to make connections between their prior learning and new content so that they have opportunities to deepen their knowledge. Leaders should continue to improve and deepen pupils’ understanding of fundamental British values and diversity.

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About this inspection

The chair of the board of governors in this school is Cara Halliwell.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, and governors, including the chair of governors, during the inspection.

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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 uses no alternative provision.

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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 (revised) 62% 62% Close to average

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average

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

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average

2022/23 (final) 61% 60% 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 (revised) 78% 75% Close to average

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average

2023/24 (final) 80% 74% 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) 78% 72% Close to average

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average

2022/23 (final) 75% 71% 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

2024/25 (revised) 70% 74% Close to average

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average

2023/24 (final) 78% 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

2023/24 (final) 43% 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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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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average

2023/24 (final) 57% 58% Close to average

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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

2023/24 (final) 57% 59% Close to average

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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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national average

2024/25 (2 term) 4.5% 5.2% Close to average

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national average

2022/23 (3 term) 5.4% 5.9% Close to average

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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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