Woolston Brook School, located in Warrington, Cheshire, has undergone significant changes since its last inspection in January 2019. The recent ungraded inspection on March 5 and 6, 2024, confirmed that the school maintains its overall judgment of good. However, it was noted that if a graded inspection were conducted now, the results might not reflect the same level of quality. The school has faced challenges, particularly in terms of leadership and curriculum development, but recent improvements have been made to create a more stable and supportive environment for pupils.
Pupils at Woolston Brook School are greeted warmly, fostering a sense of belonging and trust. Many students come from backgrounds where they struggled with emotional regulation and behavior management. The staff's nurturing approach has helped these pupils rebuild their confidence and feel safe within the school environment. Positive relationships between pupils and staff are evident, with adults readily available to support students in times of distress. The recent improvements in behavior have contributed to a calmer atmosphere, allowing for effective learning.
The school is ambitious for its pupils, striving to enhance educational outcomes. However, many subjects within the curriculum are still in the early stages of development, which affects pupils' preparedness for future educational steps. Attendance remains a concern, with some pupils not attending regularly, further hindering their academic progress. Despite these challenges, pupils appreciate the new lunchtime clubs and opportunities to prepare for adult life, such as learning to use public transport and cooking.
Woolston Brook School has experienced a period of instability, impacting pupils' feelings of safety and behavior. The new leadership team has acted swiftly to implement improvements, restoring the school as a caring and stable environment. While some subjects have a well-structured curriculum from key stage two to key stage four, others lack clarity regarding essential knowledge and the order of learning. This inconsistency affects overall pupil achievement.
Teachers generally explain concepts clearly and engage pupils with interesting activities. However, in some subjects, teachers may lack the necessary subject knowledge to deliver the curriculum effectively, which can hinder pupils' learning experiences. The school appropriately identifies the needs of pupils with special educational needs and disabilities, providing support to help them succeed academically and build self-esteem. Nevertheless, some staff do not utilize assessment information effectively, leading to gaps in pupils' knowledge.
Reading is prioritized at Woolston Brook School, with staff encouraging a love for reading and providing access to a diverse range of books. The school has made strides in managing inappropriate behavior, resulting in a significant reduction in incidents and creating a calm learning environment. However, attendance remains low, with many pupils persistently absent. The school is focused on improving attendance through various strategies but needs to analyze attendance data more effectively to identify barriers.
Personal development is a key focus, with staff organizing activities that address current issues and providing opportunities for community engagement. The interim executive board is experienced and supportive, contributing to improved staff morale. Safeguarding arrangements are effective, ensuring the safety and well-being of pupils. The school recognizes the need for further development in curriculum planning, teacher training, and attendance strategies to enhance overall pupil achievement and engagement.
