Woodford Valley Church of England Aided School, located in Middle Woodford, Salisbury, Wiltshire, underwent its first inspection as an academy on November 8 and 9, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
The school is characterized by a nurturing environment where staff are attentive to the needs of pupils and their families. This supportive atmosphere fosters a sense of belonging and understanding among the school community. Leaders and staff collaborate to create a diverse curriculum, including practical lessons in food technology. Despite these efforts, there are gaps in the planning of knowledge progression in certain subjects, which affects the depth of learning for pupils.
Pupils exhibit respectful behavior towards one another, with initiatives like the ‘friendship stop’ encouraging inclusivity during playtime. The school promotes a culture where bullying is rare, and pupils feel confident that any issues will be addressed promptly by adults. The school’s values are integrated into daily worship, allowing pupils to express their ambitions to help others and engage in various leadership roles.
While the curriculum is broad and includes ambitious subjects like science and Spanish, there are inconsistencies in the sequencing of knowledge in some areas. For instance, in mathematics, although a sequenced curriculum exists, it is not always adhered to, leading to missed opportunities for problem-solving practice. The early years curriculum lacks coherence, and while staff assess children’s progress, this information is not effectively used to adapt learning experiences.
Relationships between staff and pupils are strong, contributing to an enthusiastic learning environment. Teachers employ questioning and quizzing to assess understanding, and some subjects benefit from effective tracking of pupil progress. However, the phonics program for early reading has not been implemented rigorously, resulting in some pupils not receiving the necessary support to develop their reading skills effectively.
The school is committed to inclusivity, providing regular training for staff to support pupils with special educational needs and disabilities. This ensures that these pupils receive the adaptations they need to access the curriculum. Leaders prioritize a wider curriculum that offers various extracurricular activities, which most pupils participate in. These activities include sports, choir, and dance, alongside opportunities for residential trips that enhance learning experiences.
Staff report feeling well-supported by school leaders, who are mindful of their workload and well-being. The school maintains strong connections with parents and the local community, receiving positive feedback from families. Governors fulfill their responsibilities by providing both support and challenge to school leaders regarding priorities.
The safeguarding arrangements at the school are effective, with leaders ensuring that staff undergo necessary checks and training to identify concerns. Pupils are knowledgeable about online safety and community safety, reflecting the school’s commitment to their well-being.
To improve, the school needs to ensure a consistent implementation of the early reading program, aligning reading materials with the phonics knowledge of pupils. Additionally, leaders must clarify the sequencing of the curriculum in certain subjects to enhance cumulative knowledge acquisition. The early years curriculum requires more detailed planning to adapt to children’s developmental needs, ensuring that learning opportunities are maximized.
