Woodlands Primary SchoolOfsted report card, 22 Sept 2026

Woodlands Primary School

Address: Norton Avenue, Sheffield, South Yorkshire, S14 1SL Unique reference number (URN): 141339

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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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Early years Strong standard

Children make a confident start to school in the nurturing, welcoming and well-organised environment. Staff establish clear routines and expectations from the outset. Children engage in learning, feeling safe, secure and valued. Leaders ensure that the school meets the statutory welfare requirements. Leaders have a clear vision for the early years. They quickly get to know the children and understand their needs. Leaders tailor provision to match children’s interests.

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Early years Strong standard

Leaders have established a child-centred curriculum that prioritises communication and language. This allows them to fully personalise the curriculum to support all pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. It also allows staff to identify any additional needs quickly and implement support.

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Early years Strong standard

Skilled adults maximise progress through the curriculum from children’s starting points. Every interaction with children is deliberate, intentional and targeted. All of the children benefit from high-quality interactions. They are encouraged to participate fully in conversations both with adults and their peers. This helps to move their learning on at pace.

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Early years Strong standard

Leaders prioritise the basic skills of language development, phonics and early writing and reading. In taught sessions and in the wider provision, adults seize every opportunity to promote learning. This results in successfully filling gaps in children’s basic skills. All children, including those with SEND and those who are disadvantaged, are very well prepared for Year 1.

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Inclusion Strong standard

Inclusion is at the heart of Woodlands Primary School. Leaders prioritise making school and learning accessible for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders identify pupils’ additional needs or barriers to learning quickly. They work with external agencies, such as educational psychologists and speech therapists, to design individual support plans. Leaders meticulously check that these plans have the intended impact. Pupils with SEND and those who are disadvantaged make positive progress through the curriculum from their starting points. Where progress is less clear, leaders quickly adjust provision to ensure that pupils get back on track.

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Inclusion Strong standard

Pupils with SEND and those who are disadvantaged participate successfully in lessons alongside their peers. Leaders carefully select resources and adaptations in classrooms. Staff provide support and encourage increasing independence as pupils move through the school. Leaders make appropriate and well-informed choices regarding the use of alternative provision.

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Inclusion Strong standard

Pupils in the additional resourced provision benefit from bespoke curriculums to precisely meet their needs. The calming environment and use of skilled adults make a marked difference to the most vulnerable pupils.

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Expected standard

Leaders’ work for disadvantaged pupils is well informed. They use pupil premium funding wisely to target individual pupils for support. They work closely with social workers and the virtual school to ensure that vulnerable pupils get the support they need.

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Curriculum and teaching Expected standard

Leaders have developed a comprehensive and well-sequenced curriculum. They review and refine this to ensure that it meets pupils' needs. Staff teach clearly structured lessons, which supports pupils’ learning. They place a high priority on all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, securing the basic skills in reading, writing and mathematics. Leaders carefully check that each pupil acquires these skills. If pupils have gaps, leaders ensure that they receive support to catch up. This means that pupils develop the necessary skills to access the full curriculum. Language and vocabulary development are also a high priority in Woodlands. Leaders carefully structure pupils' progression in language. Pupils are exposed to lots of different language and vocabulary. This supports them to develop from their starting points. The wider curriculum

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Curriculum and teaching Expected standard

sparks curiosity. Pupils are keen to understand the world around them.

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Curriculum and teaching Expected standard

Staff generally teach the curriculum well. There are some inconsistencies in how quickly teachers use checks on what pupils know to move learning on.

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Curriculum and teaching Expected standard

Leaders support teachers to continue to develop their expertise. This includes ensuring that teachers have the right skills and knowledge for the year groups and subjects they teach.

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Leadership and governance Expected standard

Leaders at all levels have a deep understanding of, and care for, the community they serve. They have a clear vision for the school. Leaders know the school’s strengths and the areas that require further development. They have worked to strengthen capacity within the leadership team. They work closely with the trust to support and develop the school.

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Leadership and governance Expected standard

Leaders establish a culture of high ambition where the aim is for every pupil to achieve their full potential. They strive to give the pupils the best opportunity to succeed in the future. Leaders make decisions in the best interests of pupils, particularly those who face additional barriers, such as those with special educational needs and/or disabilities and those who are disadvantaged. Leaders recognise that their vision is not currently fully lived out in practice. They are tenacious in their approach to improvement and their actions show some early signs of positive impact.

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Leadership and governance Expected standard

Trustees and local governors understand and fulfil their statutory duties effectively. They provide strategic oversight and offer appropriate support and challenge to school leaders. The trust further strengthens the leadership capacity. This includes supporting with different aspects of the school’s work, such as the early years. Most parents and carers are positive about the care and attention staff give to the pupils.

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Needs attention

Staff feel valued and supported in their work. They benefit from high-quality training and coaching that equips them with the skills and knowledge they need to teach the school’s curriculum effectively.

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Personal development and wellbeing Expected standard

Leaders’ priority is to create a safe space in the community. Pupils who attend Woodlands feel safe, secure and supported to succeed. Staff care for pupils in this nurturing environment. They provide highly effective pastoral care. Leaders work tirelessly to build positive relationships with pupils and their families. This enables them to provide support in different ways, including within the community. Pastoral care wraps around the pupils who need it, when they need it. This supports pupils to develop their confidence and resilience.

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Personal development and wellbeing Expected standard

Leaders provide a coherent and inclusive personal development programme. They have established a whole-school personal, social and health education curriculum that is enhanced by external agencies where appropriate. Pupils learn how to keep themselves safe online and in their local community. They understand right from wrong and know how to access help if they need it.

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Personal development and wellbeing Expected standard

Pupils understand the importance of the fundamental British values. They know that they should treat everyone equally and with respect. While pupils learn about different faiths and cultures, their understanding is sometimes superficial or confused. As a result, they are not as well prepared in these aspects as they could be for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders carefully consider how to enrich pupils’ education with wider opportunities. The uptake for clubs has been variable, so leaders have adapted their approach. They now offer enrichment within and across the curriculum and at social times. Clubs and activities are an entitlement for all. Leaders ensure that they check participation and target those who they feel would benefit. Enhanced work with theatres and 100% participation in competitive sports means that all pupils benefit from wider opportunities. Pupils access leadership opportunities, such as attendance champions and school councillors. These allow them to develop vital skills for the future.

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Achievement Needs attention

Achievement in school is variable. Children in the early years make significant progress through the curriculum from their starting points. Pupils achieve broadly in line with the national average in the Year 1 phonics screening check. Pupils with special educational needs and/or disabilities make appropriate progress through the curriculum from their starting points. However, pupils make less progress as they move through key stage 2, particularly in writing.

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Achievement Needs attention

Pupils' attainment at the end of key stage 2 is below that of their peers nationally. This means that some pupils are not as well prepared for the next stage of their education as they should be. Leaders have developed the curriculums in reading and mathematics. This is beginning to have a positive impact. Pupils' attainment in these areas is becoming closer to national averages, including for those who are disadvantaged. However, writing attainment remains significantly below the national average. Leaders have appropriate plans in place to improve this. It is too early to see the full impact of this work.

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Attendance and behaviour Needs attention

Leaders’ work to improve attendance has not had sufficient impact. Poor attendance limits many pupils’ achievement. Too many pupils arrive late to school. Consequently, they miss the calm start to the day that settles others into school. Leaders have identified specific reasons for poor attendance. They clearly and thoroughly keep check on individual pupils and identify any patterns or trends in absence. Leaders build trusting relationships with parents, carers and families to support positive attendance. They have a structured strategy in place to improve attendance. However, the impact of this is limited. It is not yet sufficiently embedded to demonstrate sustained improvement in attendance.

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Attendance and behaviour Needs attention

Leaders have established clear routines and expectations for behaviour. These help pupils to feel safe and secure in school. This structure contributes to a calm and nurturing environment. Transitions around school are generally positive. Pupils demonstrate good manners towards one another and the adults in school. Pupils typically behave well in lessons, with most focused and engaged with their work. Leaders structure social times to help pupils to manage their behaviour and play well with one another. Pupils feel safe and happy in school. Bullying is rare, but pupils are confident that adults would deal with any issues should they arise.

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

Pupils are happy, safe and secure at school. With the introduction of ‘The Woodlands Way’, pupils are polite, respectful and well behaved. The school has a calm and purposeful atmosphere. Pupils treat others with care and kindness. Bullying is rare. Pupils trust the adults in school, who will help if needed. Leaders prioritise positive relationships across all areas of school. This, along with firm structures and routines, promotes a positive environment for learning. Leaders have high expectations. From the early years, pupils thrive on consistency and rise to these high expectations.

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

Woodlands is highly welcoming, with a wide support network around vulnerable pupils. This inclusive approach and highly effective pastoral support threads through everything at the school. All pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, are encouraged to participate fully in school life. Staff quickly identify pupils who face barriers to their learning or wellbeing. They provide the support pupils need to make positive progress from their starting points. Leaders are creative with the wider offer in school. Where there are barriers to engagement, they adapt to enable participation.

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

Despite much work from leaders, attendance is too low. Too many pupils are missing too much of school. This has a direct impact on pupils' achievement. While progress is positive from pupils' starting points, attainment at key stage 2 is below national averages. Not enough pupils leave the school with the necessary skills and knowledge they need to be ready for the next stage of their education.

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

Pupils enjoy their learning and generally take pride in their work. They work hard to secure the basics of reading, writing and mathematics. Well-trained staff support pupils and understand them and their needs. Pupils enjoy learning across the curriculum and are genuinely inquisitive about the wider world.

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Next steps

Leaders should maintain a sharp focus on improving attendance and reducing persistent absence, especially for disadvantaged pupils. Leaders should ensure precision in curriculum planning and implementation to secure rapid progress in writing so that outcomes improve towards national averages. Leaders should ensure that pupils benefit from first-hand experiences of different cultures and lifestyles to gain a deeper understanding of the diversity of life in modern Britain.

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About this inspection

This school is part of Mercia Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Neil Miley and overseen by a board of trustees, chaired by Rhona Dodds.

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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

This inspection took place on Tuesday 22 and Wednesday 23 September 2026.

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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 and other senior leaders during the inspection. They also spoke with members of the local governing board, trustees and the CEO. Inspectors spoke with some pupils, staff and parents and carers.

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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 20 pupils with speech, language and communication needs.

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About this inspection

The school currently makes use of one alternative provision, which is unregistered.

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About this inspection

The school also, under the same registration, runs nursery provision for children from the age of 2.

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Lead inspector:

Lorraine Bamforth, His Majesty's Inspector

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Team inspectors:

June Richardson, Ofsted Inspector Adrian Fearn, Ofsted Inspector

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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 22 September 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. The school has undergone a significant change since the last inspection. There is a new headteacher and a new chair of the trust board.

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What does this mean?

Headteacher: Mark Bennett National average: 300

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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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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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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) 71% 75% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 69% 74% 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) 39% 46% Close to average

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national average

2022/23 (final) 48% 44% 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) 63% 63% Close to average

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average

2023/24 (final) 52% 62% Close to average

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average

2022/23 (final) 61% 60% 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) 48% 58% Close to average

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average

2022/23 (final) 52% 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

2024/25 (final) 66% 61% Close to average

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average

2023/24 (final) 48% 59% Close to average

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average

2022/23 (final) 61% 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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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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