Woodley Primary School

What Ofsted said

From the inspection on 3 February 2026

Pupils are proud to belong to their school and say that ‘everybody is welcome here’. They embrace the school’s ‘CARE’ values and can articulate why they follow these in school and beyond. For example, pupils know that everyone matters and that it is important to be respectful towards others. Pupils form positive relationships with their peers and with staff. They know that staff will help them, should they have any concerns. Leaders have high expectations for pupils’ achievement. They have improved the curriculum so that it is broad and ambitious. Pupils benefit from these improvements and, typically, show positive attitudes towards their learning. For example, younger pupils have a secure start in developing their fluency and accuracy in reading. However, some of these improvements are not embedded across the school. Staff do not deliver the curriculum consistently well. This means that pupils do not achieve as well as they should over time. Some have gaps in their knowledge. Leaders have strengthened their processes to identify and address any barriers that pupils face to their learning and wellbeing. This includes for disadvantaged pupils and those with special educational needs and/or disabilities. These pupils' barriers are usually reduced effectively. Generally, pupils attend school regularly. However, a significant minority of pupils have low rates of attendance and poor punctuality. This limits how well they achieve. Mostly, pupils behave well across the school. Staff deal with bullying effectively. However, staff are inconsistent in how they challenge low-level disruption. At times, this interrupts pupils’ learning. The school provides a rich range of experiences that broaden pupils’ horizons and their preparedness for life in modern Britain. For example, pupils visit museums and churches, go to the pantomime and take part in sports competitions. Older pupils particularly relish an annual visit to a theatre, where they perform a play by Shakespeare.

What the school should improve

• Leaders should support staff in delivering the curriculum consistently well, including by making adaptations to teaching, so that all pupils, including those who are disadvantaged, achieve as well as they should.
• Leaders should ensure that teachers’ checks on learning identify errors and gaps in pupils’ knowledge and skills consistently, so that these can be addressed swiftly.
• Leaders should make sure that pupils have enough opportunities to practise and consolidate their learning, so that they build a secure body of knowledge across the curriculum.
• Leaders and governors should ensure that their attendance strategy has the intended impact to raise pupils’ attendance rates, particularly for those who are disadvantaged, and take swift action when needed.
• Leaders should support staff in consistently applying the school’s renewed expectations to challenge low-level misbehaviour, to further reduce any disruptions to pupils’ learning.

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