Woodcroft Primary School, located in Edgware, Middlesex, has been recognized as a good school following its inspection on May 1 and 2, 2024. The school fosters a vibrant and welcoming environment where pupils take their learning seriously. The ethos of the school, encapsulated in the ‘Woodcroft Way,’ is well understood by both staff and students, facilitating a smooth transition for new pupils. The school emphasizes kindness, care, and respect among its community, including in online interactions. Pupils express that staff are supportive and helpful, contributing to a sense of safety within the school.
The curriculum at Woodcroft is ambitious and designed to cater to all pupils, including those with special educational needs and disabilities. The school has implemented a new curriculum across many subjects, aiming to deepen pupils' knowledge and instill a love for learning. Pupils are engaged in lessons, listen attentively, and are encouraged to ask questions, leading to very good behavior across all age groups. They gain confidence in discussing their work and sharing ideas, which enhances their learning experience.
In addition to academic subjects, pupils are exposed to a diverse range of art and artists through clubs and trips. They participate in regular physical activities and look forward to dance lessons, inspired by the school dance team’s national achievements. Older pupils learn coaching skills to assist younger students in physical education, fostering a supportive environment.
The school has established a well-sequenced and ambitious curriculum that meets national expectations. Leaders have carefully considered the aims of the curriculum and how it supports pupils in retaining knowledge. For instance, in science, pupils progressively build their understanding of scientific methods, starting with simple observations and advancing to using sophisticated measurement tools as they progress through the school.
However, some subjects have not fully embedded the new curriculum yet. Leaders are aware of this and have a clear plan to address it, taking into account the impact on staff workload and well-being. Staff members express pride in working at the school and appreciate the consideration given to their well-being in decision-making processes.
Pupils are familiar with classroom routines and follow them well. Teachers effectively present new information, breaking it down into manageable parts and using regular questioning to assess understanding. This approach contributes to positive attitudes towards learning. Pupils with special educational needs receive appropriate support and achieve well.
In the early years, the curriculum is designed with children’s varied starting points in mind. Teachers establish core routines and expectations early on, aiding successful transitions from Nursery to Reception and then to Year 1. Parents of younger children value workshops and opportunities to observe lessons, which help them support their children at home.
Reading is prioritized throughout the school, with leaders taking decisive action to improve phonics outcomes. An appropriate phonics program is in place, taught by trained staff, ensuring consistency across classes. Pupils’ progress is regularly monitored, and those struggling receive additional support to enhance their reading fluency and confidence.
The personal development program is rooted in the school’s strong values, helping pupils connect their learning to the school’s aspirations. The school is committed to fostering pupils’ social and cultural development, with Year 6 pupils successfully completing the Bronze Arts Award.
Despite recent improvements, attendance rates have been below national figures. The school is actively working with families and agencies to address barriers to attendance, supported by the governing body. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils. The school continues to monitor progress in reading and attendance to ensure all pupils receive the support they need to succeed.
