Woodlands Primary School

Woodlands Primary School

Address: Hollybank Road, Birkenhead, Merseyside, CH41 2SY Unique reference number (URN): 104990

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

Attendance and behaviour Expected standard

Leaders have secured clear improvements to pupils’ behaviour and their attendance at school. Leaders analyse attendance patterns closely, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders and staff intervene quickly when concerns arise. Attendance rates are improving rapidly for all groups, and the number of pupils who are persistently absent has fallen significantly. Where barriers remain, leaders provide pupils with high-quality pastoral support to secure further improvement.

p.2

Attendance and behaviour Expected standard

Staff implement the behaviour policy consistently and pupils understand and follow staff's expectations. The school’s positive behaviour culture is strengthened by well-established reward systems and highly personalised support for pupils who need additional help. For example, individual behaviour plans, additional pastoral support and carefully planned use of alternative provision have led to improved behaviour and successful reintegration for vulnerable pupils. At social times, pupils follow routines and understand what is expected of them. Leaders ensure that rules are fair and accessible for all pupils. Pupils appreciate the range of activities available in the playground, including quieter spaces and the 'Woody’s Wildlings' provision. Leaders promote a culture of respect, and any instances of bullying or discrimination are addressed swiftly. A shared sense of belonging is evident across all aspects of school life.

p.2

Leadership and governance Expected standard

Leaders recognise that the school’s population and community are changing rapidly and have responded quickly to meet these needs. Leaders and governors share a strong drive to remove barriers so that pupils can thrive. They are committed to securing further improvement at pace. Leaders have identified and prioritised the right areas for development and are careful to manage change in a way that ensures that improvements happen at pace and are sustained over time. The actions leaders take are consistently in the best interests of pupils and are beginning to make a clear difference in all areas of the school's work.

p.2

Leadership and governance Expected standard

Staff hold positive views about the school’s development. They appreciate leaders’ attention to their wellbeing, training needs and the day-to-day support they receive. This is helping to build a culture of trust and shared purpose across the school. They, like pupils, feel a sense of belonging.

p.2

Leadership and governance Expected standard

Recent changes to the governing body and the appointment of the headteacher have strengthened capacity further. Governors have the expertise needed to drive the school’s strategic vision forward. They receive appropriate training and have a clear understanding of the school’s strengths and areas for improvement. Governors take their roles seriously and hold leaders to account with increasing confidence and clarity.

p.2

Leadership and governance Expected standard

Parents and carers are highly positive about the recent changes leaders have made. Leaders’ work to improve communication and build engagement with families and the wider community is having a noticeable impact. Parents feel well informed and increasingly

p.2

Needs attention

involved in school life. These positive relationships are enhancing pupils’ experiences and helping families to feel part of the school community.

p.3

Personal development and wellbeing Expected standard

The personal development offer is the cornerstone of the school, and leaders build everything else upon it. They have created a broad and carefully considered programme that reflects the school’s context and provides pupils with a wide range of experiences. These include, for example, trips, clubs, leadership roles, cultural events, careers education and opportunities to contribute positively to the wider community. Pupils speak enthusiastically about these experiences, such as the swimming festival or after-school badminton, and explain how these help them to develop confidence, independence, resilience and new interests. Pupils also demonstrate a clear understanding of democracy, fairness, equality and respect. They are proud of the opportunities they have to influence school life through leadership roles and charity work.

p.3

Personal development and wellbeing Expected standard

Pupils feel safe and well supported. They can identify trusted members of staff and articulate a secure understanding of how to keep themselves safe, both online and in the wider community. They learn about how to develop and maintain healthy relationships. Pupils speak positively about the extensive pastoral support available to them, including, for instance, through the 'Rainbow Room', 'regulation stations' and 'quiet club'. Indeed, the school’s pastoral provision is a particular strength. Leaders know pupils and families well and use this knowledge to remove barriers to pupils' wellbeing and participation. They have established a wide range of support systems and multi-agency partnerships that enhance the school's work to ensure that pupils receive timely and effective help. Staff also work closely with families to provide guidance, reassurance and practical support, which helps pupils to feel valued and included.

p.3

Personal development and wellbeing Expected standard

Through this carefully designed programme, pupils develop a sense of belonging and pride in their school. They benefit from experiences that broaden their horizons and help them to understand the world around them. Leaders’ commitment to pupils' personal development ensures that, typically, pupils grow as confident, respectful and responsible individuals who are well prepared overall for life beyond school.

p.3

Achievement Needs attention

Over time, pupils do not achieve well enough in tests at the end of key stage 2. Pupils' attainment in reading and writing remains below national averages, meaning many pupils are not fully prepared for the next stage of their education. This includes disadvantaged pupils and those with special educational needs and/or disabilities. Leaders understand the barriers to achievement and have identified clear priorities. However, inconsistencies in the use of assessment and adaptations to teaching mean that gaps in pupils' knowledge persist over time and limit pupils’ success. Leaders' recent improvements to the curriculum, alongside staff training, are beginning to strengthen pupils’ progress in some areas. By Year 4, pupils achieve well in the multiplication tables check. Pupils’ progress in early reading is typically more positive because the phonics programme is well established and helps pupils to read with greater

p.3

Achievement Needs attention

fluency and confidence over time. However, weaknesses in previous subject curriculums and variation in teaching quality have affected how securely pupils learn overall. Additional support for pupils is now in place, but the impact of this is not, at present, evident in the quality of pupils’ work, particularly in subjects such as history and geography.

p.4

Curriculum and teaching Needs attention

Leaders have worked swiftly to improve the curriculum and place a strong emphasis on language development. It is now well sequenced and builds learning over time, but its implementation remains inconsistent. Practice varies between classes and year groups. Pupils continue to make basic errors in their work that teaching does not routinely identify or address. Sometimes, teaching does not spot and correct misconceptions quickly enough.

p.4

Curriculum and teaching Needs attention

Adaptations to teaching do not consistently enable pupils, including those with special educational needs and/or disabilities, to access the curriculum. When teachers adapt resources well, their approaches are effective, but this is not routinely or consistently the case across the school. Sometimes, tasks do not match what pupils need to learn next, which limits their learning and reduces pupils' progress over time.

p.4

Curriculum and teaching Needs attention

Where teaching is most effective, such as in phonics, staff use their secure subject knowledge to engage pupils and reinforce key learning. Targeted support is given to those pupils who may need it. As a result, most pupils read fluently by the time they leave school. However, teaching is not as effective at enabling pupils to secure other aspects of important knowledge, particularly in writing, history and geography. Leaders have rightly prioritised training for staff and introduced new approaches to handwriting and spelling, but it is too early to see their full impact.

p.4

Early years Needs attention

The early years curriculum is well structured and progressive, giving children a clear pathway for building important knowledge and skills. However, at present, the school does not translate this ambition into practice consistently. Some teaching is not as effective as it should be in helping children to learn new knowledge. Sometimes, teaching does not reflect the intended curriculum closely and, as a result, children do not fully secure their learning. Staff's interactions with children are not consistently effective at nurturing children's language development. At times, some teaching does not model language clearly or extend children’s thinking.

p.4

Early years Needs attention

The curriculum places a strong focus on early reading and writing. Phonics teaching is secure, and children develop the knowledge and skills that they need to read. However, the provision is not as effective in helping children to secure some basic skills, such as letter formation, number formation and pencil grip. Children are not routinely encouraged to practise these skills and to correct any mistakes, which reduces their progress. Some teaching moves children on too quickly to more complex tasks before they are ready, meaning children struggle to engage or complete tasks successfully. Staff establish clear routines, and children settle well. In classes, children feel safe, form positive friendships and receive caring support. Staff help children to manage their emotions effectively. Children who may have barriers, including those who speak English as an additional language, receive support that helps them to settle quickly. Partnerships with

p.4

Early years Needs attention

parents and carers are a strength, with the school's regular communication and engagement with families helping children to be prepared for school.

p.5

Inclusion Needs attention

Pupils with special educational needs and/or disabilities and those who are disadvantaged are not consistently supported to achieve well. Some disadvantaged pupils are not helped as well as they should be to reach the expected standard by the end of Year 6. Recently, leaders have strengthened the school’s systems and processes to ensure early identification of pupils' needs and subsequent timely support. They have accurately identified the main barriers that many pupils face. These are shared with staff. However, the goals and expectations set for pupils who need additional support are not specific enough, which means that adaptations to the curriculum and teaching are not as effective as they should be.

p.5

Inclusion Needs attention

Leaders use additional funding to tackle the barriers pupils face. This is impacting positively in areas such as behaviour, attendance and in some aspects of the curriculum. The school makes effective use of external support, including, for example, from the Minority Ethnic Achievement Service. Leaders are proud of the improvements they have secured to increase the achievement of pupils who speak English as an additional language. Nevertheless, at present, this work and how it is monitored are not embedded fully enough to enhance impact further. The approaches the school undertakes to support pupils from families seeking asylum or with refugee status help these pupils to settle quickly and develop a secure sense of belonging. Leaders also make effective use of alternative provision, where appropriate.

p.5

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

Pupils enjoy coming to this school, where everyone is welcome. Warm relationships help them to feel happy, safe and valued. They speak positively about the staff in school and say there is always someone they can talk to if they are worried. Staff know pupils well and offer support and guidance that help pupils to feel settled and secure, both in lessons and around the school. Although incidents of bullying are rare, pupils are confident that staff deal with them quickly and effectively. Pupils generally behave well. They are respectful and kind towards one another. The work that leaders have done to improve attendance means that more pupils are now in school and able to engage in their learning. Beyond lessons, pupils enjoy friendships and collaborative playtimes, where older pupils happily play alongside younger pupils. For example, the introduction of ‘Woody's Wildlings’ has made a positive difference to behaviour during social times.

p.5

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

Leaders have high expectations for what pupils can achieve and have identified what needs to be done to bring about improvements in the quality of pupils' learning. Pupils achieve well in areas such as phonics, the Year 4 multiplication tables check and mathematics. However, pupils' attainment in reading and writing at the end of key stage 2 remains below national averages. As a result, some pupils do not develop the knowledge, skills and confidence that they need for the next stage of their education.

p.5

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

Pupils are proud of the opportunities they have to influence school life through leadership roles such as 'reading ambassadors', 'eco council' members and helpers in the 'dojo shop'. They value the broad range of opportunities available to them and speak enthusiastically about educational trips, residential visits, clubs and special events in school. Pupils with special educational needs and/or disabilities are fully included in all aspects of school life. These wider experiences help all pupils to feel part of the school community. They build their confidence and strengthen pupils’ sense of belonging.

p.6

Next steps

Leaders should ensure consistency in the delivery of the curriculum so that activities match the intended learning and enable pupils to remember and apply essential knowledge and skills. Leaders should support staff to use assessment more precisely so they identify and address gaps in pupils’ understanding fully, take account of pupils’ starting points and adapt teaching effectively so that pupils' learning builds securely over time. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities. Leaders should support staff to raise expectations of pupils’ foundational skills, particularly in writing, so that pupils develop accuracy and fluency and take pride in their work. In the early years, leaders should improve the quality of interactions between staff and children and ensure that the curriculum and teaching consistently support children to develop secure foundations across all areas of learning.

p.6

About this inspection

The chair of the board of governors in this school is Adam Mellor.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, deputy headteacher, the assistant headteacher and several other leaders during the inspection. The lead inspector spoke to members of the governing body, including the chair of governors. Inspectors spoke with pupils throughout the inspection. Inspectors also spoke with staff, parents and carers. They considered the responses to Ofsted’s surveys.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

Team inspectors:

Collette Mather, Ofsted Inspector Jeanette Westhead, Ofsted Inspector

p.7

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

p.7

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.

p.7

What does this mean?

The school makes use of one unregistered alternative provision.

p.7

What does this mean?

The headteacher took up post in January 2025.

p.7

What does this mean?

The chair of the governing body has also been appointed since the last inspection and has been in post for 18 months.

p.7

What does this mean?

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

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.9

What does this mean?

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

p.9

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.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 74% 74% Close to average

p.10

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.

p.10

mathematics

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

p.10

average

2024/25 (final) 45% 47% Close to average

p.11

average

2023/24 (final) 40% 46% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2024/25 (final) 58% 63% Close to average

p.11

average

2023/24 (final) 65% 62% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (final) 55% 59% Close to average

p.11

average

2023/24 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

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

p.12

average

2023/24 (final) 60% 59% Close to average

p.12

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.15

Needs attention

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

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15