Woodside Academy, located in Little Thurrock, Essex, has been recognized as a good school following its inspection on June 11 and 12, 2024. The principal, Edward Caines, leads the school, which operates as a single-academy trust overseen by a board of trustees chaired by Justin Conroy. The school community is characterized by a strong sense of pride among pupils, who feel safe and happy in their environment. They have identified key adults to approach with concerns and demonstrate a caring attitude towards one another, embracing diversity and uniqueness.
The staff at Woodside Academy maintain high expectations for both learning and behavior, fostering a culture of hard work and inquisitiveness among pupils. This commitment to excellence is reflected in the pupils' performance in end-of-key-stage assessments, where they achieve commendable results. The school offers a wide range of extracurricular activities, including music programs where pupils learn to play gamelan instruments and steel pans, earning national recognition for their achievements. These experiences contribute to a broader understanding of the international community and help pupils develop independence through various educational trips, including a much-anticipated residential week for Year 6 students.
The curriculum at Woodside Academy is thoughtfully designed to engage pupils with their local environment through thematic learning. For instance, pupils study local architecture to understand historical changes in their area. The school emphasizes the importance of revisiting prior knowledge to reinforce learning, although this practice is not uniformly applied across all subjects. Some subject plans lack clarity in breaking down knowledge into manageable steps, which can lead to inconsistencies in teaching and learning outcomes.
Teachers possess a solid understanding of their subjects and effectively check pupils' comprehension through questioning, addressing any misconceptions promptly. In the early years, educators skillfully guide children’s exploration of learning, encouraging them to articulate their thoughts using key vocabulary. The school prioritizes the needs of pupils with special educational needs and disabilities, ensuring they receive tailored support to access the same learning opportunities as their peers.
Reading is a significant focus at Woodside Academy, with initiatives in place to improve phonics outcomes. New strategies for teaching early reading have been implemented, and timely interventions are provided to support pupils in developing their reading skills. Older pupils also engage in reading mentorship, promoting a culture of reading through recommendations and incentives like a weekly reading raffle.
The school environment is calm and conducive to learning, with well-established routines and rules. Pupils enjoy trusting relationships with staff, contributing to a nurturing atmosphere that encourages attendance and participation. The school actively supports pupils who struggle with attendance, ensuring they receive the necessary assistance.
Wider development is integral to the school's mission, with all pupils, including those with SEND, having access to a comprehensive range of opportunities. Pupils learn about democracy and mutual respect, taking on roles that foster a sense of community, such as school councillors and mental health champions.
While the trustees are ambitious for pupil success and provide valuable training for staff, there is a need for improved oversight of the curriculum's effectiveness. Governors should enhance their understanding of the curriculum to hold school leaders accountable effectively. The school has been advised to clarify the knowledge required in certain curriculum areas to strengthen pupils' retention of learning. Overall, Woodside Academy continues to provide a supportive and enriching educational experience for its pupils.
