Woodham Burn Community Primary School, located in Newton Aycliffe, County Durham, underwent an inspection on December 8 and 9, 2021. The overall effectiveness of the school was rated as requiring improvement, which was consistent across various aspects including the quality of education, behaviour and attitudes, personal development, and early years provision. However, leadership and management received a good rating. The school has a history of requiring improvement, as noted in the previous inspection conducted in April 2018.
The school environment is described as calm and well-ordered, with positive relationships among members of the school community. Pupils express that they feel safe and that behaviour has improved significantly. They trust the adults in the school to address any instances of poor behaviour or bullying effectively. Pupils enjoy their time at school, noting the ease of making friends and the variety of engaging lessons offered. Activities such as learning to light a fire using flint and participating in daily physical activities are highlighted as enjoyable experiences. The school promotes a healthy lifestyle, especially in light of the reduced activity levels during national lockdowns.
Despite the positive aspects, the school faces challenges in curriculum planning and implementation. Leaders are aware of weaknesses in how certain subjects are taught and are actively working to address these issues. While adults provide strong support to pupils and families, particularly those in need, there is a recognition that curriculum plans for reading are not being executed effectively. Some staff lack the necessary expertise to teach reading, leading to missed opportunities for pupils to practice their skills. The school is taking steps to improve this by planning training for staff.
Pupils have expressed enthusiasm for the new library, although there is a concern that they do not read widely enough. Plans are in place to expand the range of books available to students. In other subjects, such as mathematics, detailed vocabulary is included in curriculum plans, but there is a lack of sequencing in subjects like religious education and science, which affects the learning process. Additionally, some pupils with special educational needs and disabilities receive tailored support, allowing them to progress well.
In the early years, children adapt quickly and form trusting relationships with adults. They learn routines and confidently select their own resources, although there are inconsistencies in how well adults extend children's vocabulary through play. While pupils demonstrate respect and politeness towards adults and each other, there is a noted lack of deep knowledge regarding different cultures and faiths, indicating a need for more detailed curriculum plans in this area.
Parents have expressed confidence in the leadership team, appreciating the stability brought to the school after a turbulent period. The school has effective safeguarding arrangements in place, with staff trained to recognize and respond to concerns. Pupils are educated about safety, including online dangers.
To improve, the school needs to enhance curriculum plans in subjects like mathematics, religious education, and science, ensuring they are detailed and sequenced appropriately. There is a need for consistent approaches to teaching phonics and better use of assessment information to support pupil progress. Subject leaders require further training to effectively monitor and improve their subjects. Overall, while the school has made strides in certain areas, there remains a clear path for improvement to ensure all pupils receive a high-quality education.
