Wood Lane Primary School, located in Bignall End, Stoke-on-Trent, underwent an inspection on March 7 and 8, 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
Pupils at Wood Lane Primary School enjoy their time at the school, describing it as a friendly and caring environment where they feel safe and supported. The strong relationships between pupils and staff contribute to a positive atmosphere. Most pupils behave well and show respect towards one another and the staff. The school has effective pastoral care, and incidents of bullying are rare and dealt with appropriately. Parents generally appreciate the support provided to their children.
Leaders at the school are committed to ensuring that all pupils are well-prepared for secondary education, both socially and academically. They have implemented a broad curriculum that includes a variety of subjects and engaging topics. However, there are inconsistencies and weaknesses in the curriculum that affect the achievement of some pupils. While leaders have made efforts to provide extracurricular opportunities, including clubs and educational trips, the curriculum's effectiveness varies across different subjects.
The school has developed an ambitious curriculum, with some subjects well-structured to build on prior knowledge. For instance, the mathematics curriculum has been refreshed, allowing teachers to understand the specific knowledge pupils need to acquire. Where the curriculum is well-planned, pupils make significant progress. However, in other subjects, the curriculum lacks clarity regarding essential knowledge, leading to gaps in pupils' understanding and hindering their learning.
Assessment practices are utilized effectively in subjects where the curriculum is well-established, helping pupils to retain and recall their learning. Conversely, in subjects with less developed curricula, assessment is not used effectively, and teachers may not adapt their instruction to address gaps in knowledge promptly. This poses a barrier to learning for some pupils.
The phonics curriculum has seen positive improvements, with staff following a consistent approach that aids pupils in learning to read effectively. Additional support is provided to those at risk of falling behind, resulting in an increasing number of pupils becoming fluent readers by the time they enter key stage two.
In the early years, children adapt well to school life due to the understanding and support provided by well-trained staff. The curriculum fosters essential communication and social skills, and teachers identify children needing extra help to ensure they keep pace with their learning.
Leaders are proactive in identifying pupils with special educational needs and disabilities (SEND) and work closely with staff to implement support plans. However, some of these plans lack precision, which can hinder teachers' ability to provide tailored support for individual needs.
The school offers various curriculum visits and themed days that enhance pupils' understanding of the world and promote respect for diversity. Governors play an active role in ensuring the school's vision is realized, providing oversight and support to leaders.
The safeguarding arrangements at Wood Lane Primary School are effective, with regular training for staff and a strong focus on identifying vulnerable pupils. Overall, while the school has strengths in several areas, it must address curriculum inconsistencies and improve support for pupils with SEND to enhance the quality of education further.
