Woodside Primary School

Woodside Primary School

Address: Whitchurch Way, Halton Lodge Estate, Runcorn, Cheshire, WA7 5YP Unique reference number (URN): 111125

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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

Pupils, including those with barriers to learning, such as children in care and those with special educational needs and/or disabilities (SEND), achieve well. Pupils’ outcomes in national tests are mostly in line with national averages with disadvantaged pupils performing above national figures. Leaders’ focus on reading, writing and mathematics has paid dividends and pupils’ high attainment in mathematics is of note. Staff close gaps in pupils’ knowledge effectively for those who join mid-year. Early years staff ensure that children are ready for Year 1.

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Achievement Expected standard

In those subjects where the curriculum is firmly embedded, pupils articulate their understanding confidently and recall prior learning with accuracy. In a small number of subjects where this is not the case, pupils’ learning is less secure at times.

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Achievement Expected standard

Pupils are well prepared for the next stage of their education journey. Those in the specially resourced provision for pupils with SEND learn how to express and manage their feelings sufficiently well so that they can engage in learning. Staff help to raise pupils’ aspirations and help them to value education.

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Attendance and behaviour Expected standard

Leaders are cognisant of the barriers to some pupils attending school regularly. Leaders use their detailed knowledge of pupils to implement effective strategies. Pupils understand that it is important to attend school each day. As such, over time, pupils’ attendance is rising. Disadvantaged pupils’ attendance is in line with the national average for this group. Leaders have particularly focused on reducing persistent absenteeism and this is bearing fruit.

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Attendance and behaviour Expected standard

Pupils behave calmly throughout the school day, including at social times. Their interactions with staff and with each other are typified by kindness. Bullying or any form of discrimination is not tolerated. Consistent routines are firmly embedded and followed by pupils, starting with those in the Reception Year. Pupils relish being chosen as the week’s line leader.

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Attendance and behaviour Expected standard

Leaders understand and adapt the behaviour policy thoughtfully for a small number of pupils with special educational needs and/or disabilities (SEND), who attend the specially resourced provision. For example, the start-of-day routines are adjusted slightly to help pupils to settle into the school day. Many pupils who have previously struggled to manage their behaviour benefit from this support and learn to behave well.

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Inclusion Expected standard

Inclusion is at the heart of this school. Leaders are tenacious at identifying and reducing any barriers to learning or wellbeing that pupils may have. For example, pupils known to social care benefit from regular therapy sessions. In addition, leaders work closely with the virtual school to ensure that pupils’ personal education plans are effective. Leaders typically understand and recognise any needs that disadvantaged pupils may have. To this end, additional funding is used to ensure that any barriers to these pupils’ learning and wellbeing are reduced by, for example, extra resources or further reading support. Leaders engage well with external agencies to secure support for pupils and their families.

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Inclusion Expected standard

The school’s nurturing and caring ethos, coupled with staff’s expertise, means that in the main, pupils with special educational needs and/or disabilities (SEND) progress very well from their starting points. Staff use the information that they receive about pupils’ needs to shape the support that they provide.

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Inclusion Expected standard

Through an appropriately adapted curriculum and a heavy emphasis on emotional support, the specially resourced provisions for pupils with SEND help pupils to engage with their education. Many pupils who access these provisions transition successfully to mainstream.

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Personal development and wellbeing Expected standard

Leaders have considered the skills, knowledge and experiences that pupils, including those with special educational needs and/or disabilities, need in order to understand life in modern Britain. As such, there is a broad personal development offer, including personal, social and health education and relationships and sex education. Alongside learning life skills, such as how to care for their personal hygiene, pupils develop an understanding of how to look after their mental health. There is great emphasis placed on wellbeing and pupils relish the opportunity at social times to relax and have fun. For example, pupils practise their cartwheels on the field, children in the Reception Year hone their balancing skills and other pupils sit on the benches and chat.

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Personal development and wellbeing Expected standard

Staff help to develop pupils’ confidence and self-esteem. This stems from the high-quality pastoral care that pupils receive. Most display resilience when they find a task difficult and keep on trying. They enjoy the sportsmanship in chess and shake hands after each game. Pupils are friendly and welcoming and appreciate the opportunities that the school gives them. Very quickly, when they join the Reception Year, children learn to distinguish between right and wrong.

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Personal development and wellbeing Expected standard

On the whole, pupils remember their learning across the personal development programme and excitedly describe how they apply it to their everyday life. They enthusiastically participate in charity events, such as coffee mornings and discos to support the local foodbank and hospice. Pupils display an understanding of difference. In assemblies, they learn about both the school’s values and fundamental British values. Pupils take pride in demonstrating these values through their behaviour. For instance, pupils show empathy if their friends are upset. Younger pupils learn about different types of families. Pupils have a clear understanding of how to keep themselves safe online. Older pupils are beginning to develop a more mature understanding of current affairs.

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Personal development and wellbeing Expected standard

Pupils enjoy trips that expand their knowledge of the curriculum, for example to garden centres and fire stations.

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Curriculum and teaching Needs attention

Leaders do not have sufficient oversight of the quality of the curriculum and teaching. Although teaching is, for the most part, effective, leaders’ systems for checking on the quality of teaching do not enable them to identify the underlying causes of any weakness. As a result, their strategies for improving the quality of teaching lack precision and do not bring about improvements as quickly as they should.

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Curriculum and teaching Needs attention

In some subjects, the curriculum is new and not securely embedded. In most subjects, the key knowledge that pupils should learn and remember has been identified. However, at times, teachers focus on the activities that pupils complete rather than the knowledge that they want pupils to secure. This means, in a few subjects, some pupils do not develop as deep an understanding as they could.

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Curriculum and teaching Needs attention

Leaders have prioritised reading, writing and mathematics. To this end, they are very much aware of pupils who have gaps in these areas of learning. Effective support is put in place to support these pupils. The phonics programme is delivered consistently and pupils typically learn to read with confidence and fluency.

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Curriculum and teaching Needs attention

Teachers have secure subject knowledge that they use to explain new ideas clearly. Teachers mostly adapt learning effectively to ensure that pupils with barriers to learning make progress through the curriculum. Typically, they make suitable checks on pupils’ learning. However, sometimes, misconceptions or errors are not addressed as quickly as they could be.

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Early years Needs attention

Leaders have not established robust systems to quality assure the effectiveness of the early years. They do not have a clear enough understanding of what is working well and what needs to improve.

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Early years Needs attention

The curriculum is not broken down sufficiently to identify the small steps of knowledge and understanding that children need to acquire over time. It does not fully take account of some children’s low starting points. However, staff accurately identify children’s additional needs and support them appropriately.

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Early years Needs attention

Children benefit from warm, nurturing interactions that help them to feel safe and secure. In some areas of learning, such as personal, social and emotional development, children make great strides from their starting points. However, in other areas, staff do not design activities that enable children to build and develop their understanding. For instance, staff do not consistently focus on extending children’s vocabulary. As a result, some children do not learn as well as they could.

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Early years Needs attention

Leaders prioritise reading. Children enjoy listening to stories and rhymes. They benefit from a well-delivered phonics programme.

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Leadership and governance Needs attention

Leaders’ oversight of the school is not rigorous enough. They do not have a secure understanding of what needs to improve or the strategies required to do so.

p.5

Leadership and governance Needs attention

Governors have some understanding of their roles. They carry out some of their duties well, including those related to safeguarding. Even so, governors’ challenge to leaders, especially around curriculum and teaching and school improvement priorities, is not as robust as it should be.

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Leadership and governance Needs attention

Leaders do not have a rigorous approach to evaluating the quality of teaching. They are unsure of where staff need to develop. As a result, leaders do not provide a programme of professional learning that targets the areas in which staff need more support.

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Leadership and governance Needs attention

Leaders very clearly put children and pupils at the heart of everything that they do. This is borne out in highly positive relationships. Similarly, staff feel valued. They appreciate the time and space that leaders give them for their wellbeing. For example, staff recently completed a mindfulness art session.

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Leadership and governance Needs attention

Parents and carers are equally happy with the school and praise the way that their children are looked after. Staff work collaboratively with parents. For instance, staff run workshops to develop parents’ understanding across a range of topics, from phonics to good sleep habits and how to manage children’s emotions.

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

Pupils are warmly greeted by staff each morning, which helps to ensure that they are happy to attend school. They are proud of their school, especially their teachers, who they know have their best interests at heart. Pupils benefit from trusting relationships with staff, who know them and their families very well. This helps pupils to feel safe in school. Pupils who attend the specially resourced provision for pupils with special educational needs and/or disabilities (SEND) thrive because of the expert support and pastoral care from staff that meet their needs effectively.

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

From ringing the bell to signal the beginning of the school day to wiping the tables after lunch, pupils gladly contribute to the smooth running of the school community. Pupils value the praise and recognition that they receive for their effort and achievements. For example, members of the school’s cricket team wear their team uniform with the utmost pride.

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

Pupils’ behaviour is of the highest standard. This is matched by pupils’ impeccable conduct, including table manners and highly respectful interactions with each other. Bullying is rare and any friendship squabbles are nipped in the bud. At breaktime, pupils excitedly enjoy a range of activities, such as plate spinning, basketball or checking on their freshly planted flower tubs. In the Reception Year, children learn how to treat each other kindly and to wait patiently for their turn in a game. Pupils with SEND are well supported to attend school regularly and to engage well with their learning. Most of these pupils make steady progress from their starting points.

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

Typically, in key stage 2 tests, pupils’ attainment is in line with national averages and they are well prepared for transition to secondary school. However, leaders’ lack of curriculum oversight means that some weaknesses in teaching, including in the early years, are not identified and addressed as quickly as they should be.

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Next steps

Leaders and governors should ensure that effective quality assurance processes provide clear oversight of the school’s work, enabling them to identify areas for improvement accurately. Leaders should ensure that the early years curriculum identifies the most important knowledge that children should learn and remember, and that staff interactions are closely linked to this curriculum so that learning activities effectively develop children’s knowledge and understanding. Leaders should ensure that teachers consistently make effective use of checks on pupils’ understanding so that any misconceptions can be addressed quickly. Leaders should continue to refine their strategies for improving pupils' attendance and reducing persistent absenteeism.

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About this inspection

The chair of the board of governors is Katie Anderson.

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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, senior leaders, the special educational needs coordinator, a representative of the local authority, a representative of the virtual school 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 includes provision for pupils with social, emotional and mental health needs, with 2 specially resourced provisions currently attended by 12 pupils.

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About this inspection

The school currently uses no alternative provision.

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 6 May 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 6 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 needs support 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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) 68% 62% Close to average

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average

2023/24 (final) 59% 61% Close to average

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average

2022/23 (final) 64% 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

2022/23 (final) 77% 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

2024/25 (final) 77% 72% Close to average

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average

2023/24 (final) 70% 72% Close to average

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average

2022/23 (final) 73% 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

2023/24 (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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national average

2023/24 (final) 57% 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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average

2024/25 (final) 73% 63% Close to average

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average

2023/24 (final) 65% 62% 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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average

2023/24 (final) 70% 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) 70% 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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Persistent absence

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

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national average

2023/24 (3 term) 15.7% 14.6% Close to average

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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.

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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.

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Urgent improvement

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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 .

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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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