How Wood Primary and Nursery School

What Ofsted said

From the inspection on 2 March 2023

Pupils enjoy attending How Wood School. They feel safe and are well cared for by staff. Pupils are polite and friendly to each other and to adults. Pupils who are new to the school are welcomed by everyone. Pupils are keen to learn. They talk enthusiastically about their learning in different subjects. Pupils enjoy the 'wow' moments teachers use to make learning interesting. Pupils achieve well overall. They leave in Year 6 ready for learning in secondary school. The school's values of 'always respectful, always kind, always learning' are embraced by all. Staff expect the very best behaviour from pupils. Bullying happens, but it is very rare. Any unkindness between pupils is dealt with quickly and well. Pupils usually concentrate and listen attentively. Occasionally, when they do not, pupils' learning is disrupted. Pupils have opportunities to take part in trips to the theatre and residential visits, and they hear from a range of visitors to the school. This helps them to broaden their horizons and experience something new. Pupils learn about different cultures and religions. They know it is important to respect difference and the beliefs of others. Pupils relish opportunities for responsibility, such as being elected to the school council.

What the school should improve

• In some subjects, teachers do not yet have the expertise to implement some of the intended learning confidently. As a result, pupils do not always acquire knowledge as well as intended. Leaders need to ensure that teachers have the expertise and subject knowledge to teach all subjects in the curriculum highly effectively.
• For pupils with SEND, teachers are not consistently setting targets that are explicit and meaningful for learning. These targets are not regularly being monitored for impact. As a result, pupils with SEND are not always closing gaps in their knowledge effectively. Leaders need to ensure that planned improvements for setting, recording and monitoring targets for impact are instigated.
• In some subjects, leaders have not clearly set out the important knowledge that pupils should learn or the order in which it should be taught. Teachers are not always clear about how previous learning links to future learning in these subjects. They do not always plan new learning that helps pupils build effectively on what they have learned before. Leaders should ensure that all curriculum planning identifies precisely the subject-specific knowledge pupils should learn and the order they should learn this. They should ensure teachers plan lessons that always build effectively on pupils' prior learning.

Read the full Ofsted report (opens in a new tab)