Ofsted conducted a monitoring inspection of Woodville CofE Junior School on June 20 and 21, 2023, following its previous inspection in September 2022, which identified serious weaknesses. The inspection aimed to assess the progress made since the last evaluation. The team, including Ofsted inspectors and representatives from the local authority, engaged with senior leaders, governors, staff, and pupils to evaluate the actions taken to improve the school. They reviewed lessons, samples of pupils' work, and documents related to safeguarding, behavior, attendance, and special educational needs.
The findings indicate that Woodville CofE Junior School remains inadequate and continues to have serious weaknesses. Although leaders have made some progress in improving the school, further work is required to address the areas of concern. Since the last inspection, there have been changes in the senior leadership team, including the appointment of an interim executive headteacher in March 2023. This change has provided clearer roles and responsibilities for leaders and staff, fostering a sense of direction and purpose.
The teaching of phonics has seen a more consistent approach, with resources better aligned to pupils' needs. Reading has become a key priority, with improved reading spaces and a wider selection of quality texts available to support pupils' development. Leaders are now more focused on enhancing reading skills and have implemented strategies to further this goal.
Efforts to improve teaching and learning have been prioritized, supported by a multi-academy trust that has introduced a coaching program for teachers. This initiative aims to equip teachers with the necessary knowledge to deliver effective lessons, resulting in increased confidence and engagement among pupils. The approach to teaching has become more consistent, with a focus on revisiting prior learning.
Progress in developing the curriculum has been slow, but a comprehensive plan is now in place to address this issue. The curriculum set to be introduced in September 2023 is ambitious and well-structured, aiming to build pupils' knowledge over time. Plans are also in place to ensure subject leaders have the necessary time and expertise to monitor and improve their subjects effectively.
Leaders have shown increased ambition for pupils with special educational needs and disabilities, implementing more robust support systems. They recognize the need for significant improvements in the quality of provision for these pupils and have a clear plan to address this.
Behavior management has been a focus, with a new behavior policy established and staff trained to implement it consistently. Early indications show significant improvements in pupils' behavior, leading to more positive attitudes towards learning and better conduct during lessons and at playtimes.
The safeguarding arrangements are effective, with pupils reporting that they feel safe. Staff are well-trained to identify signs of concern, and rigorous systems are in place for reporting and monitoring safeguarding issues.
Governors have gained a clearer understanding of their roles and responsibilities, actively seeking support to strengthen the governing body. They are beginning to hold leaders accountable for their actions.
Leaders have developed a clear and sustainable improvement plan, taking staff well-being into account during the change process. Staff support the new leadership team and are eager to continue the improvement journey, aided by timely support from the multi-academy trust. The ongoing collaboration with the MAT team aims to further develop the curriculum and enhance the overall quality of education at the school.
