‘Good’ Ofsted report for Woolpit Primary School

Staff and pupils at Woolpit Primary School are celebrating after receiving a “good” report from Ofsted inspectors.

The school in Heath Road is said to be a “happy” place with teachers “patient and friendly.”

The early years section is singled out as an enjoyable place for children to learn with them being polite and teachers plan a range of activities for youngsters to learn new knowledge and skills like learning how to grow vegetables and flowers.

The full report can be viewed at https://www.woolpitprimary.net/_files/ugd/29c785_9c253e3b44e449bf8da7389ef6b34cc1.pdf

Inspectors, who went to the school to carry out their report in July, said teachers praise pupils and help them to make the right choices in lessons and around the school and as a result of leaders’ and teachers’ high expectations of behaviour, classes are calm places for pupils to learn in and playtimes are joyful.

The report goes on to say that teachers also help to keep pupils safe and if bullying incidents happen, pupils are confident that teachers help to resolve them.

However, they did add that there were a couple of issues to tackle as in some subjects pupils do not have sufficient opportunity to rehearse and apply new vocabulary and knowledge in sufficient depth. Pupils cannot explain their understanding or write with as much detail and clarity as they could and eaders should ensure that pupils have every opportunity to practise and deepen their learning and skills. This is so pupils can achieve well across the full curriculum.

They added that eaders have built strong relationships with the local community and work closely with parents. However, parents are not supported enough to help their children’s development of reading at home. Leaders need to continue to engage with and provide support to parents so that they have a better understanding of how to support their children’s reading at home.

It goes on to say: “Pupils learn a curriculum that is interesting and useful. Teachers help pupils to understand new knowledge. Pupils enjoy being able to learn and talk about important historical local people such as St Edmund.

‘Pupils enjoy many opportunities to go on trips and to learn from visitors to school. These experiences help pupils to learn about the wider world, including different cultures and the types of work that people do. Pupils develop a range of skills by taking part in extra-curricular clubs. For example, they can learn how to crochet, play sport or cook. Older pupils can also learn about responsibility by becoming ‘Bs buddies’ and helping younger children.

“Leaders have created a well-sequenced curriculum. They are ambitious about what they want pupils to learn. In every subject, knowledge and vocabulary have been set out for pupils to learn. This is having a positive effect on pupils’ learning by giving them more knowledge about the past and the wider world.

“Leaders use their checks on how well the curriculum is taught to improve teaching further. Teachers have regular, high-quality training in how to teach the new aspects of the curriculum effectively. They plan activities that help pupils to rehearse and practise using new knowledge. Occasionally, activities do not help pupils sufficiently to apply their new knowledge and vocabulary in enough depth.

“The early reading curriculum sets out the knowledge pupils need to know in a logical order. Leaders have chosen a diverse range of books and authors that pupils will encounter on their journey through school. Staff ensure that younger pupils receive plenty of practice in school to become fluent readers. Some children do not practise their reading at home. Leaders have not provided enough support to develop some parents’ confidence in supporting children’s reading at home. However, because of effective teaching in school, pupils are quickly learning how to read.

“Assessment of pupils’ learning is timely and useful. Leaders and teachers regularly meet to discuss individual pupils’ progress. Leaders use this information to improve the curriculum and identify when pupils need extra support.

“In the early years, children enjoy learning. They are polite to one another. Leaders have constructed a curriculum that prepares children well for Year 1 and beyond. Teachers plan a range of interesting activities that help children to learn new knowledge and skills. For example, children learn how to grow vegetables and flowers. Teachers help children to learn new routines, which helps children to settle and make new friends.

“Staff teach pupils the rules and routines needed to ensure that lessons are productive and happy. Expectations of behaviour are high. Staff understand the causes of different kinds of behaviours. Adults model kindness to others. Pupils learn how to make and keep friends, and to understand and respect difference. They learn ways to help keep calm during difficult moments.

“The school’s values of nurture, resilience, inspiration and respect are central to how leaders promote pupils’ personal development. Leaders have implemented a detailed programme of learning for pupil’s personal, social, health and emotional (PSHE) development. Pupils learn about their own and others’ emotions. Pupils enjoy and look forward to their PSHE lessons.

“Staff identify pupils’ additional needs early. Staff work closely with parents and outside agencies to obtain additional support for pupils with special educational needs and/or disabilities (SEND). The special educational needs coordinator checks carefully on the provision for pupils with SEND. Teachers skilfully adapt the curriculum. Pupils with SEND access the same wide, ambitious curriculum as their peers and achieve well.

“Leaders have changed the culture of the school significantly. They have galvanised the whole school community, while considering staff workload and well-being. Leaders’ aspirational vision is being implemented extremely well. School leaders, the trust and governors have worked together closely, resulting in rapid and sustainable improvement.

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