Headteacher: Mrs Diane Lawry
School holidays for Woodcroft Primary via Hampshire council
210 pupils capacity: 72% full
75 boys 50%
75 girls 50%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- April 1, 2009
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 468587, Northing: 112088
- GPS coordinates
- Latitude: 50.904, Longitude: -1.026
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 29, 2013
- Region › Const. › Ward
- South East › Meon Valley › Hart Plain
- Urban > 10k - less sparse
- Free school meals %
- Meadowlands Infant School PO89QG
- Meadowlands Junior School PO89QD
- 0.5 miles Woodlands Primary School PO89XP
- 0.5 miles Rachel Madocks School PO89XP (76 pupils)
- 0.7 miles The Sundridge Unit PO88TR
- 0.8 miles Hart Plain Infant School PO88RZ (200 pupils)
- 0.8 miles Cowplain Community School PO88RY
- 0.8 miles Cowplain Community School PO88RY (980 pupils)
- 0.9 miles Padnell Junior School PO88EA (223 pupils)
- 0.9 miles Padnell Infant School PO88DS (237 pupils)
- 0.9 miles Hart Plain Junior School PO88SA (281 pupils)
- 1 mile Horndean Technology College PO89PQ (1103 pupils)
- 1.2 mile Horndean Infant School PO89LS (272 pupils)
- 1.2 mile Queen's Inclosure Primary School PO78NT (408 pupils)
- 1.2 mile Horndean Church of England Controlled Junior School PO89NW (517 pupils)
- 1.3 mile Kingscourt School PO89NJ (204 pupils)
- 1.3 mile Hillcrest - Hayling Island PO77RE (9 pupils)
- 1.5 mile Denmead Infant School PO76PN (253 pupils)
- 1.6 mile Denmead Junior School PO76PH (294 pupils)
- 1.6 mile Catherington Church of England Infant School PO80TD (90 pupils)
- 1.8 mile Blendworth CofE (C) Infant School PO80AB
- 1.8 mile The Waterloo School PO77JJ (50 pupils)
- 1.8 mile Berewood Primary School PO73BE
- 2 miles Springwood Infant School PO78ED (106 pupils)
Ofsted report transcript
Woodcroft Primary School
37 Woodcroft Lane, Waterlooville, Hampshire, PO8 9QD
|Inspection dates||29–30 January 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school
It is not yet an outstanding school because
| The school has been transformed over the |
Leaders check the quality of teaching
Teaching has improved significantly and is
Pupils across the school now make good
past 18 months; it is now a very different
place. The executive headteacher has
provided purposeful leadership and strong
direction for the school.
rigorously and regularly. They give teachers
precise and detailed feedback about their
work. They follow this up with valuable
training and guidance which helps them to
now typically good in all year groups. Some
teaching is outstanding.
progress. Younger pupils now attain levels
that are close to those typically seen in most
schools. Older pupils are making rapid
progress and catching up quickly.
| Children make an excellent start to school in |
The way in which staff measure and check
Pupils enjoy school, behave well and feel safe.
the Early Years Foundation Stage. They settle
quickly and make rapid progress during the
pupils’ academic progress is very good. This is
done regularly to identify any pupils who are
falling behind. These pupils are provided with
valuable additional help to enable them to
catch up. Pupils’ attendance and behaviour are
also tracked carefully.
They are friendly, polite and positive.
| There are a few remaining inconsistencies in |
Few pupils attain the higher levels. The more
able pupils typically make less progress than
other pupils because they are not always fully
challenged by work in lessons.
| Pupils’ attainment in the older year groups is |
Attendance levels remain below average.
typically below average.
Information about this inspection
- Inspectors observed teaching and learning in 10 lessons. These observations were carried out
alongside the executive headteacher or head of school. Inspectors also listened to pupils read.
- Meetings were held with pupils, staff, parents, a representative of the local authority and
members of the school’s governing body.
- Inspectors observed the school’s work and looked at a wide range of documentation. They also
considered 15 responses to the online (Parent View) questionnaire, which were all made during
|Christopher Russell, Lead inspector||Her Majesty’s Inspector|
|Crystal Gail Robertson||Additional Inspector|
In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of
the opinion that the school no longer requires special measures.
Information about this school
- When Woodcroft Primary School was inspected in July 2011, it was judged to require special
measures. The school was subsequently visited on three occasions by one of Her Majesty’s
Inspectors. At its last monitoring inspection, the school was judged to be making good progress.
- The school is now part of a federation with Mill Hill School, which is also in Waterlooville. An
executive headteacher provides overall leadership for the federation; a head of school provides
day-to-day leadership for the school.
- Most of the teachers have joined the school in the past 18 months.
- The school is smaller than the average-sized primary school.
- Around half of the pupils are known to be eligible for the pupil premium. The government
provides additional funding to support these pupils because they are at particular risk of
- A below-average proportion of pupils are from minority ethnic groups; few pupils speak English
as an additional language.
- The proportions of disabled pupils and those who have special educational needs are above
average. This includes those supported at school action, or at school action plus or with a
statement of special educational needs.
- The school meets the current government floor standards, which set minimum expectations for
pupils’ attainment and/or progress.
What does the school need to do to improve further?
- Reduce any remaining inconsistencies in teaching and increase the amount of outstanding
teaching so that attainment levels across the school reach or exceed national averages, in
particular by ensuring that:
all lessons provide sufficient challenge for more able pupils
pupils always respond to comments and suggestions made by teachers when they mark their
- Work closely with pupils and families to raise levels of attendance across the school, particularly
in younger year groups.
|The achievement of pupils||is good|
- Achievement has improved significantly in the past 18 months.
- Children generally join Reception with skills, knowledge and understanding that are well below
expectations for their ages. They make rapid progress during the year. Many children catch up,
although some are still significantly behind at the end of the year.
- National test and assessment results improved dramatically last year, although they were still
below average. All Year 6 pupils made the progress expected, given their Year 2 assessment
- Pupils across the school are now making good progress. As a result, pupils in the younger year
groups now commonly reach average levels of attainment. The attainment of the older pupils is
generally below average, but gaps are closing quickly. However, few pupils reach the higher
levels of attainment.
- There are no major differences between the academic progress that different groups of pupils
make. Those in receipt of pupil premium funding do well; gaps between the attainment of these
and other pupils are closing and are small in the younger year groups. Disabled pupils and those
with special educational needs typically make at least as much progress as other pupils.
- In many cases, they make more rapid progress, because their individual needs are identified
very precisely, high-quality intensive support is provided to help overcome their difficulties, and
this support is evaluated carefully to ensure that it is having a positive impact. More able pupils
sometimes make slightly less progress than other pupils.
- Pupils’ reading and writing skills are improving rapidly. Many pupils’ basic reading skills have
improved significantly over the past 18 months because they have been intensively supported by
skilled support staff.
|The quality of teaching||is good|
- Teaching has improved significantly. Inadequate teaching has been eradicated, most teaching is
good and some is outstanding. Pupils and parents recognise the considerable improvement.
- Teachers have positive and productive relationships with their classes. Lessons are interesting
and move along at an appropriately brisk pace. Teachers make use of a good range of activities
to hold pupils’ interest.
- Teachers’ planning for English and mathematics lessons is very thorough. Teachers identify how
they will adapt the lesson to meet the needs of different pupils. Useful work has been done to
strengthen teachers’ planning in other subjects.
- Lessons generally meet the needs of pupils of different ability well. However, in some lessons,
work is not adapted sufficiently to stretch and challenge more able pupils fully.
- Teaching assistants provide skilled and effective support in lessons. They work skillfully with
individual pupils and groups. They ask good questions that help pupils to learn, but they are
careful not to take over.
- Pupils’ work is now marked thoroughly in line with the school’s marking policy. Comments help
pupils to understand what they have done well and what they need to do next to improve.
Leaders have recognised that they need to do more to ensure that pupils in all classes respond
fully to these comments.
- Much has been done to ensure that pupils are able to read well. Good work has been done to
develop the way in which younger pupils learn phonics (the links between letters and sounds).
Teachers and teaching assistants have benefited from good training that has helped to establish
a consistent and effective approach across the school. Much has also been done to promote
pupils’ love of reading.
- Teaching in the Early Years Foundation Stage is very effective. Pupils benefit from a rich
classroom environment and carefully planned activities that help them to develop the skills
necessary to work independently and succeed as they move through the school.
|The behaviour and safety of pupils||are good|
- Pupils now have good attitudes to learning. They are resilient and able to work for long periods
of time on their own or with each other. Lessons are calm and purposeful.
- Pupils behave well around the site and are well supervised at lunchtime and playtime. Pupils are
very polite and friendly.
- Pupils feel safe in school. They say that there is now much less bullying than there was and that
staff deal appropriately with any incidents that occur.
- Any incidents of misbehaviour are carefully tracked and assiduously followed up. Pupils who are
finding it hard to behave are given a range of very effective help and support. The number of
incidents of misbehaviour has fallen sharply over the past year. Lessons are now rarely
- Staff also track pupils’ attendance very carefully. Any pupil whose attendance falls below 90% is
monitored very closely. Staff are tenacious in following up absences and offer a wide range of
help and support to pupils and families. They have, for example, collected pupils for school or
telephoned early in the morning to ensure that pupils are getting ready for school. However,
despite these actions, attendance levels remain below average.
|The leadership and management||are good|
- The school’s leadership and management have been strengthened significantly and are now
good. The executive headteacher has had a considerable impact on the school. She and the
head of school have very high standards and great ambition for the school’s future development.
They check the school’s work carefully; this gives them a thorough understanding of strengths
and areas of potential development. Other leaders also make a good contribution to the school’s
- The main focus has, rightly, been on establishing good teaching in all classes. Senior leaders
visit lessons regularly to check the quality of teaching. There is a good balance between
observations of individual teachers to check their practice and more general observations across
the school to spot common strengths and potential areas for development in teaching. Individual
teachers are given tailored support and training to help them to improve.
- Teachers are set demanding targets for the year. Appropriate systems have now been
established to ensure that they are only rewarded if their performance merits it.
- The way in which staff check and analyse pupils’ achievement is a significant strength. The
results of this give them a very clear picture of each pupil’s achievement. The achievement of
pupils in each class is reviewed each half-term in a pupil progress meeting. A range of staff
attend these meetings. This enables the school to consider a wide range of strategies and
actions if a pupil is underachieving.
- The federation is playing an increasing role in the school’s development. A number of support
staff now work across the two schools.
- The school’s improvement has been well supported. Local authority staff have monitored
progress and provided valuable assistance, for example to support the development of
mathematics. They have also worked with the school to devise a leadership course for staff in
the federation’s two schools. This has been well received and is helping to develop the
leadership skills of a range of staff.
- The school’s curriculum meets pupils’ needs. Well-taught lessons across a range of subjects
provide good support for pupils’ spiritual, moral, social and cultural development.
- Systems and processes that keep pupils safe meet requirements.
- The governance of the school:
Governors have a good understanding of the school’s strengths and weaknesses. They have a
realistic picture of pupils’ current achievement and the quality of teaching. They have built up
this understanding by visiting regularly and from the thorough and honest reports that the
headteacher writes for them. This helps them to question the school’s leaders and, where
necessary, challenge their thinking. They check carefully to ensure that individual teachers are
being challenged and supported to improve their teaching. Robust procedures are in place to
set challenging targets for the headteacher and to review her performance. The governing
body ensures that resources are used sensibly and hold the headteacher to account for the
way in which the pupil premium funding is being spent. Governors are well trained. One
governor has particular responsibility for analysing individual governors’ training needs, based
on their skills, knowledge and committee membership. She then seeks out training
opportunities that meet these needs.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||135529|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||153|
|Appropriate authority||The governing body|
|Date of previous school inspection||6–7 July 2011|
|Telephone number||023 9259 3939|
|Fax number||023 9259 5563|
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