Woodlands Primary School in Salisbury, Wiltshire, has undergone significant improvements since its last inspection, achieving a Good rating across all areas, including overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school is characterized by its inclusive environment, where pupils express pride in their school and engage enthusiastically in their learning. Relationships between pupils and staff are warm and supportive, fostering a sense of community that many parents appreciate.
The leadership team has worked diligently to implement a consistent behaviour policy, establishing clear reward systems that motivate pupils to excel. While most pupils demonstrate politeness and courtesy, there are some challenges with behaviour during playtime, where a minority of pupils do not adhere to expected standards. Although staff address these issues, the frequency of incidents remains a concern.
The curriculum at Woodlands is thoughtfully designed, taking into account the school's context and the milestones pupils should achieve by Year 6. This approach not only focuses on academic learning but also emphasizes character development and understanding of the world. Pupils have access to a variety of extracurricular activities, including cookery, art, and basketball, and they can develop musical talents through collaborations with a neighboring school.
Since the previous inspection, leaders have made substantial progress, particularly in curriculum development. Despite the impact of the COVID-19 pandemic on national curriculum test outcomes in 2022, current learning experiences are positive. Leaders continuously assess the curriculum's effectiveness and have sought external support to enhance their understanding of the school's strengths and weaknesses.
The curriculum is ambitious and well-structured, allowing pupils to build on prior knowledge effectively. For instance, in mathematics, a focus on fluency enables pupils to tackle complex problems with confidence. Expectations for pupil learning have been raised, resulting in deeper knowledge across subjects. In art and design, pupils can discuss the work of renowned artists, while in history, they articulate their understanding of significant events.
Teachers regularly assess pupil knowledge, identifying gaps and adapting their teaching accordingly. The school provides a broad and balanced curriculum for all pupils, including those with special educational needs and disabilities. Early reading instruction is prioritized, with a consistent and rigorous approach to phonics. However, a small number of staff require further training to ensure all pupils receive effective reading support.
Pupils' personal development is a notable strength, with a focus on mental and physical health, respect for diverse opinions, and active participation in school governance through the school council. This prepares them well for life in modern Britain. Staff well-being is also prioritized, with leaders considering workload and fostering an equitable environment.
Governance has improved significantly, with governors actively engaging in the school's evaluation process and understanding its operations. Safeguarding measures are effective, with a strong culture of responsibility among staff. Pupils are educated on online safety and the importance of protecting personal information.
To further enhance the school's performance, leaders must address the phonics teaching expertise among some staff to ensure all pupils receive the necessary support for reading. Additionally, improvements in behaviour management during social times are needed to reduce incidents on the playground. Overall, Woodlands Primary School demonstrates a commitment to continuous improvement and the well-being of its pupils.