Ofsted conducted a short inspection of Short Wood Primary School on 5 March 2019, following its previous judgment of good in March 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under Mrs. Susan Harris, has effectively built on previous improvements, demonstrating high expectations for both pupils and staff. The school is well aware of its strengths and areas for development, with a detailed self-evaluation process that is understood by all stakeholders, including governors. The leadership has clear plans to address areas needing improvement, focusing on enhancing pupil outcomes.
The school has successfully addressed previous inspection recommendations, particularly in writing, where pupils are provided with varied opportunities to write across subjects. However, the achievement of the most able pupils remains a work in progress, which the leadership has prioritized in development plans. The curriculum is designed to broaden pupils' learning experiences, with innovative programs such as the early years 'squirrel school' that promotes outdoor learning. The creative curriculum offers enriching experiences through trips and excursions, ensuring that pupils engage deeply with their subjects.
The school fosters a strong community atmosphere, with high morale among staff. Feedback from staff and parents indicates pride in the school and confidence in its leadership. Parents appreciate the quality of pastoral support provided. Pupils feel a sense of belonging and express enjoyment in their school experience, often referring to themselves as part of the 'Short-Woody' family. The school effectively supports pupils with English as an additional language and those with speech and language deficits, employing specialists to ensure rapid progress in these areas.
Mental health initiatives have been successfully integrated into the school culture, with activities designed to help pupils manage their well-being. This focus has contributed to a calm and purposeful learning environment, where pupils are ready to learn and exhibit exemplary behavior. Safeguarding measures are robust, with staff trained to recognize and act on concerns, ensuring a safe environment for all pupils.
The inspection also focused on mathematics progress, where a new middle leader has implemented strategies that are beginning to show positive results. In early years, strong leadership has led to improvements in children's language development, although there is a need for better communication with parents regarding their children's learning. The support for pupils with special educational needs and disabilities is effective, with additional adults providing necessary assistance. Disadvantaged pupils are making good progress, and while the most able pupils are not consistently challenged, the school is taking steps to address this.
Next steps for the school include ensuring that teachers provide sufficiently challenging work for all pupils, particularly the most able, and improving the sharing of learning journals with parents in early years. Overall, the inspection highlighted the school's commitment to continuous improvement and the well-being of its pupils, affirming its status as a good educational institution.
