Woodlands Primary School

Woodlands Primary School Inspection report

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135031 Unique Reference Number Telford and Wrekin Local Authority 319595 Inspection number 25 °26 June 2008 Inspection dates Arnalena Bee Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Primary Type of school Community School category 3 °11 Age range of pupils Mixed Gender of pupils Number on roll 415 School The governing body Appropriate authority Bob Wolstenholme Chair Sarah Bentley Headteacher 15 June 2007 Date of previous school inspection Wensley Green School address Woodside Telford TF7 5NW 01952 386070 Telephone number 01952 386071 Fax number

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3-11 Age group 25 °26 June 2008 Inspection dates 319595 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

Woodlands is larger than most primary schools. The proportion of pupils who have learning difficulties and/or disabilities is above average. There has recently been a high turnover of staff. When the school was last inspected in 2007, it was judged to require significant improvement in relation to achievement and standards, teaching and learning and the provision for children in the Foundation Stage. The school was given a Notice to Improve.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008

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Grade: 3

In accordance with section 13 (5) of the Education Act 2005, Her Majesty's Chief Inspector (HMCI) is of the opinion that the school no longer requires significant improvement. Woodlands is a rapidly improving school and now provides a satisfactory education for its pupils. The headteacher, along with her senior leaders and managers, check pupils' performance rigorously, which is improving achievement and beginning to raise standards. Achievement is satisfactory and pupils are now making expected progress in all classes. A legacy of previous underachievement has led to many pupils not reaching the levels expected for their age. Standards at the end of Years 6 are well below average in English and mathematics and average in science. In Year 2, standards are well below average but are improving especially in mathematics. In both of these cohorts, there are a high number of pupils with learning difficulties, which is reflected in the standards pupils reach.

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Grade: 3

Teaching has improved and is now satisfactory. The school has worked hard to improve the provision in the Foundation Stage. The youngest children in the school now get off to a satisfactory start. Clearer planning in all classes helps pupils understand what they are expected to learn and activities are more accurately matched to their abilities and needs. Although there are pockets of good teaching, there are not enough to raise standards sufficiently. Academic guidance is satisfactory. Pupils have written targets for literacy and mathematics but the use of these to help pupils understand how to improve is better in some classes than others. Because of this, targets, especially in writing, are not contributing fully to pupils' achievement. In addition, teachers do not always develop pupils' writing skills as well as they could when marking pupils' work. The quality of teachers' marking generally is inconsistent and varies from class

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Grade: 3

to class. Pupils are well looked after and cared for whilst in school and adults provide for their personal and pastoral needs effectively. The school is particularly successful in developing pupils' personal and social skills. Most pupils enjoy coming to school. They want to learn and are appreciative of all that the school offers. As a result, attendance has improved to a satisfactory level. Pupils enjoy competing to be on time in order to win the 'Beat the Bell' punctuality competition prize. In the calm, bright and cheerful learning environment that has been created for them, pupils behave well and are usually kind and supportive of one another. Pupils' cultural development is not as strong as other areas. Their knowledge of different beliefs and religions that pupils have studied is limited. The curriculum is satisfactory but does not allow all pupils, particularly lower attainers including those who find learning difficult, to develop

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Grade: 3

an adequate level of basic skills, particularly in writing. It offers a good range of extra activities, particularly sporting activities that encourage pupils to take regular exercise. Added to which, the strong focus on the personal, social and health education (PSHE) programme enables pupils to develop a good awareness of the importance of living a healthy lifestyle and eating sensibly. Pupils spoke confidently about a balanced diet and were adamant that 'too much fat is not good for you because it makes it difficult for the blood to be pumped around the body'. Good leadership of the headteacher and her senior leaders and managers is enabling the school to make rapid progress in a very short time. Everyone works hard to make sure that pupils develop good personal and social skills. Further successes in improving the quality of provision in the Foundation Stage, pupils' achievement, as well as the quality of teaching and learning

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Grade: 3

throughout the school, indicate a good capacity to improve further. 4 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008

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Grade: 3

Parents are pleased with how quickly and happily their children settle into the Nursery and Reception classes. When children start in Nursery, most children's attainment is below the levels expected for their age and well below for literacy and language skills. The levels children reach by the end of Reception are slightly below average. Progress is satisfactory overall and this increases as children develop confidence and effective personal and social skills. This improved provision is the result of good leadership and management. Behaviour is good. In all classes, children work and play amicably alongside each other. The need to get on with each other is a high priority in all classes. Teaching is satisfactory. Activities are soundly planned for inside and in the secure area outside. The children in all classes are keen and eager to take part in all activities, either those that are adult led, or those that they choose themselves. In the Nursery,

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Grade: 3

children are given many activities, which encourage them to begin to use crayons and pencils. In Reception, children have many opportunities to begin to 'write' and develop a satisfactory awareness of what letters and sounds mean when reading and writing. However, adults do not always give children enough clear advice and guidance on how to form letters and numbers correctly.

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What the school should do to improve further

■ Ensure that all teaching is good so that all pupils, including the children in the Foundation Stage, make more rapid progress and reach higher standards. ■ Improve pupils' achievement and standards in writing in all classes.

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What the school should do to improve further

■ Ensure that marking consistently informs pupils about what they need to do to improve to achieve their targets in English and mathematics. ■ Improve pupils' understanding of the cultural diversity and different religions in Britain today.

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What the school should do to improve further

A small proportion of the schools whose overall effectiveness is judged as satisfactory, but which have areas of underperformance, will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Grade: 3

Standards are well below average in English and mathematics at the end of Year 6 but average in science. Year 2 standards are well below average in reading and writing and average in mathematics. In addition, more pupils in Years 1 to 4 are now working at levels in mathematics that reflect their ages. In the past, pupils have underachieved in all parts of the school because of serious weaknesses in the quality of teaching and learning. Achievement is now satisfactory in all classes. Pupils with learning difficulties generally achieve as well as their classmates because they are given appropriate support. School records show that a few of these pupils have made good progress because they have been particularly well supported. Improvements in standards and achievement are due to the eradication of inadequate achievement and pupils' progress being tracked both regularly and rigorously so that slow progress is identified more

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Grade: 3

quickly. Senior leaders are also accurately identifying what is needed to improve further the teaching and learning in English, mathematics and science, but this has not had time to impact fully on pupils' standards. 5 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008

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Grade: 2

Pupils' moral and social development is good. Their wider cultural knowledge and awareness of religious traditions and beliefs is limited. Pupils make decisions collaboratively in the school council, and behave well. They are considerate to each other, and behaviour is much improved since the previous inspection, resulting in the number of exclusions being drastically reduced. Despite a few parental concerns, pupils say that incidents of bullying are low and swift action is taken to deal with it when it does occur. Pupils recognise that the school is a safe place to be. They show a good awareness of how important it is to keep themselves safe. Pupils maturely identify potential dangers where they need to be extra cautious, such as on busy roads, by lakes and ponds, and when using electricity. There are good community contributions with concerts and dramatic performances, both in this school and in nearby schools. Pupils spoke

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Grade: 2

sensitively about raising money for different charities and to improve the school environment. By the time pupils leave to go to secondary school, they display good personal and social skills. Their academic skills are not as strong and so they are satisfactorily prepared for the next stages of learning.

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Grade: 3

Teaching has improved because the leadership team has monitored lessons regularly and helped staff to improve their planning and move towards adopting the best practice. Teachers have clear expectations of behaviour resulting in keen, motivated pupils. Relationships between adults and pupils are good, and most pupils are supported soundly in their learning. Teaching assistants work well with pupils including those with learning difficulties and/or disabilities and this has a positive impact on their progress. At times, work is not matched appropriately to pupils' needs and there is a lack of challenge for higher attaining pupils. Teachers' expectations of how pupils present their work are not always high enough. However, in the best lessons teachers interact well with pupils to extend their learning. Pupils are well involved in the self assessment of their knowledge and understanding of literacy and numeracy at the

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Grade: 3

The curriculum has been improved by better planning based on clearly defined objectives and outcomes for each subject. Provision for literacy and numeracy is satisfactory, but provision to support and improve pupils' writing is still not good enough to tackle weaknesses in their learning. Provision for science and information and communication technology is satisfactorily matched to pupils' learning needs. Those who find learning difficult, benefit from well planned additional help in withdrawal groups. However, at times activities are not well planned during class lessons and pupils are given too little guidance on how to improve. The curriculum is enriched well by visitors invited into school and a wide range of visits out, including residential visits. These particularly promote pupils' personal and social skills when pupils learn to live alongside each other. The school acknowledges that there is more to be done, however, to

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Grade: 3

increase pupils' awareness of cultural diversity in British society. Good links with others enable 6 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008 visitors, such as the fire service, to come in and promote many areas especially the personal, social and health education programme.

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Grade: 3

Parents recognise that all pupils are well cared for whilst they are in school. Health and safety arrangements are secure and child protection procedures are very well established. Staff have a good knowledge of pupils' personal, social and emotional needs. Good links with external agencies enable pupils with specific needs to be well supported. As one parent wrote, 'I am so pleased that my son's attitude to school and his behaviour has improved so much.' The school has implemented systems for tracking pupils' individual progress and targets for improvement are set. Satisfactory use is made of assessment information to raise pupils' achievement and standards. However, teachers' marking is not precise enough to help pupils improve and reach their targets, especially in writing.

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Grade: 2

The headteacher and her senior leaders and managers have an accurate understanding of how well the school is doing. Together, they have given the school a clear direction whilst showing determination in successfully improving many aspects of the work of the school. Staffing is now more stable, but the school has undergone a high turnover of staff, which has not made the job easy. The staff have worked effectively together to improve teaching and learning and raise achievement in English, mathematics and science. Improvements in standards are beginning to be seen. There is still a way to go however, particularly in reading and writing throughout the school and in mathematics in Years 3 to 6. Strategies that have been put in place to improve literacy have not yet had enough time to improve standards. The school acknowledges that the proportion of good teaching in the school is still not high enough to raise standards or

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Grade: 2

achievement further and this is a significant priority for improvement. The governors are more involved in the work of the school and, as a result, are able to support and challenge the school more confidently and effectively. 7 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well-being? 3 The effectiveness of the Foundation Stage 2 The capacity to make any necessary improvements

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Achievement and standards

3 How well do learners achieve? 4 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 3 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 3 The attendance of learners 2 The behaviour of learners 2 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

3 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education 3 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008

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Text from letter to pupils explaining the findings of the inspection

27 June 2008 Dear Pupils Inspection of Woodlands Primary School, Telford TF7 5NW I am writing to let you know what we found out about your school when we visited you recently. We were pleased to learn how much you enjoy coming to school. We thoroughly enjoyed all the conversations we had with you and were pleased with how much you have learnt about eating healthily and keeping yourselves fit. You go to a satisfactory school, which has improved well since it was inspected last year. These are the main things we found out about your school.

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Text from letter to pupils explaining the findings of the inspection

■ You behave well and are polite to the adults who help you and visitors who come to school.

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Text from letter to pupils explaining the findings of the inspection

■ You are well cared for and looked after in school.

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Text from letter to pupils explaining the findings of the inspection

■ You have a good range of out of school clubs that you can choose to do.

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Text from letter to pupils explaining the findings of the inspection

■ Teaching is satisfactory and teachers arrange some exciting visits out for you and invite interesting visitors in to talk and work with you. ■ Teaching is now helping you to make better progress, although you still need to improve to reach the standards expected for your age. ■ The headteacher and her staff lead and manage the school well.

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Text from letter to pupils explaining the findings of the inspection

We have asked the school to do a few things to improve the education you receive.

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Text from letter to pupils explaining the findings of the inspection

■ Make sure that teaching is always good so that you all make good progress.

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Text from letter to pupils explaining the findings of the inspection

■ Help you more with your writing and ensure that marking and your targets help you to improve your work so that you all make better progress and reach higher standards. ■ Help you learn more about the different religions and beliefs that are found in Britain today.

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Text from letter to pupils explaining the findings of the inspection

You can all help too by continuing to work hard. Best wishes for the future. Nina Bee Lead inspector 11 of 11 Inspection Report: Woodlands Primary School, 25 °26 June 2008

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