Woodland Primary School, located in Bishop Auckland, County Durham, was inspected on April 17 and 18, 2024. The school has been rated as good across all areas, including overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This inspection marks the first routine evaluation since the school was last assessed as outstanding eleven years ago. The long gap between inspections was due to the school being exempt from routine evaluations until November 2020.
Pupils at Woodland Primary School thrive in a supportive and nurturing environment. They express that there are
ever any sad faces at the school, highlighting the strong relationships built between staff and students. Parents and carers echo these sentiments, reflecting a shared positive view of the school community. The school maintains high expectations for all pupils, providing substantial support and encouragement, which fosters active engagement in learning.
Behaviour among pupils is commendable, with recent initiatives like family time enhancing positive interactions. Older students serve as role models for younger peers, contributing to a respectful and cooperative atmosphere. Pupils demonstrate a solid understanding of bullying and its various forms, confidently asserting that it does not occur at their school. However, they are equipped with the knowledge to address any issues should they arise. Playtimes are lively, offering ample space for exploration, although older pupils have expressed a desire for more structured activities during these periods.
The curriculum at Woodland Primary School is ambitious and well-structured, allowing pupils to develop a comprehensive understanding of various subjects. Teachers receive expert guidance to effectively deliver the curriculum, particularly in mixed-age classes. Pupils are encouraged to use precise vocabulary in their discussions, showcasing their learning in subjects like history and coding. The impact of the curriculum is evident, as pupils enthusiastically discuss their learning and demonstrate strong recall of key knowledge. Outcomes at the end of key stage two are robust, preparing pupils well for future educational endeavors.
Teachers actively monitor pupils' learning during lessons, addressing misconceptions promptly. However, in some subjects, the methods for assessing pupils' knowledge are still being established, which means that some subject leaders lack a complete understanding of pupil performance in their areas. The school is aware of this and has plans to enhance these assessment strategies.
Reading is prioritized, with the school investing in a diverse range of books for pupils. Early years children receive a solid foundation in phonics, which continues into key stage one. The introduction of a successful reading café has provided valuable opportunities for parents and pupils to engage in reading together.
In the early years, children adapt well and develop social skills effectively. Staff manage the challenges of teaching both early years and national curriculum content within the same class. While adult-led sessions are focused, there are instances during play-based activities where learning intentions are unclear, limiting opportunities for extending children's knowledge.
The school places significant emphasis on personal development, integrating its rural context into the curriculum. Pupils engage in projects that promote understanding of tolerance, respect, online safety, and environmental awareness. Support for pupils with special educational needs and disabilities is strong, with timely identification and tailored learning adaptations ensuring they progress alongside their peers.
Governance is effective, with governors aligning their skills to support school improvement. Staff express pride in their work environment, valuing the training and support they receive. Safeguarding measures are robust, ensuring a safe and secure environment for all pupils. The school is committed to continuous improvement, with clear plans in place to address areas needing development.
