Woodlands Primary School

What Ofsted said

From the inspection on 23 June 2026

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. 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. 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.

What the school should improve

• 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.

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