School etc

Woodlands Park Primary School

Woodlands Park Primary School
Heywood Avenue
Woodlands Park

phone: 01628 822350

headteacher: Ms Alison Penny

reveal email: wood…


school holidays: via Windsor and Maidenhead council

135 pupils aged 2—10y mixed gender
180 pupils capacity: 75% full

70 boys 52%


65 girls 48%


Last updated: Sept. 15, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 486085, Northing: 178386
GPS coordinates
Latitude: 51.498, Longitude: -0.76127
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 21, 2012
Region › Const. › Ward
South East › Maidenhead › Hurley and Walthams
Urban > 10k - less sparse
Free school meals %

rooms to rent in Maidenhead

Schools nearby

  1. 0.6 miles Manor Green School SL63EQ (206 pupils)
  2. 0.6 miles RBWM Alternative Learning Provision SL63EQ (11 pupils)
  3. 0.7 miles Lowbrook Primary School SL63AR
  4. 0.7 miles Lowbrook Academy SL63AR (263 pupils)
  5. 0.8 miles Wessex Primary School SL63AT (493 pupils)
  6. 0.8 miles Cox Green School SL63AX
  7. 0.8 miles Cox Green School SL63AX (908 pupils)
  8. 0.9 miles Wessex Infant School SL63AT
  9. 0.9 miles White Waltham CofE School SL63SG
  10. 0.9 miles White Waltham CofE Academy SL63SG (209 pupils)
  11. 1.3 mile St Edmund Campion Catholic Primary School, Maidenhead SL64PX (378 pupils)
  12. 1.4 mile Altwood CofE Secondary School SL64PU
  13. 1.4 mile The Beacon Tutorial SL64PU
  14. 1.4 mile Altwood CofE Secondary School SL64PU (816 pupils)
  15. 1.6 mile Larchfield Primary and Nursery School SL62SG (212 pupils)
  16. 1.6 mile Larchfield Junior School SL62SG
  17. 1.6 mile Larchfield County Infant School SL62SG
  18. 1.6 mile Littlewick Green Montessori SL63QY
  19. 1.7 mile Boyne Hill CofE Infant and Nursery School SL64HZ (257 pupils)
  20. 1.7 mile All Saints CofE Junior School SL64AR (226 pupils)
  21. 1.7 mile Newlands Girls' School SL65JB (1144 pupils)
  22. 1.7 mile Holyport College SL63LE
  23. 1.9 mile Brocket PRU - Alternative Provision SL64EY
  24. 1.9 mile Desborough School SL62QB

List of schools in Maidenhead

School report

Woodlands Park Primary


Heywood Avenue, Woodlands Park, Maidenhead, SL6 3JB

Inspection dates 21–22 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Leaders and members of the governing body
Since the previous inspection, rigorous
The vast majority of pupils make good and
Attainment at the end of Year 6 has improved
check the school’s work and teaching
thoroughly and have high expectations for all
staff and pupils.
processes of self-evaluation and development
planning have resulted in marked
improvements in the quality of teaching,
pupils’ achievement and attendance.
sometimes rapid progress as they move
through the school.
and is average. In 2012, an above average
proportion of pupils reached the higher levels
in reading, writing and mathematics in Years
2 and 6.
Teaching is good overall. The good curriculum
A good system for checking pupils’ progress
Effective support ensures that all pupils,
Pupils feel safe, have good attitudes to
motivates pupils to learn with enthusiasm and
enjoyment. It also ensures their good spiritual,
moral, social and cultural development.
and identifying whether additional support is
needed helps ensure that all pupils stay on
track to reach their targets.
including those who are eligible for the pupil
premium, make good and sometimes rapid
progress in their learning.
learning, and behave well around the school.
They are polite and welcoming to all.
Teaching is not yet outstanding in enough
Occasionally, pupils are confused because a
lessons. Some teachers talk for too long at
the beginning of lessons and give pupils too
many instructions. This delays the pupils from
getting on with their work.
Teachers give pupils frequent guidance on how
to improve their work. However, they do not
always create enough opportunities for pupils
to then act on their comments quickly enough
so that they do not repeat the same mistakes.
Inspection report: Woodlands Park Primary School, 21–22 November 2012 2 of 10

few teachers do not always make it clear
what they are going to learn.

Inspection report: Woodlands Park Primary School, 21–22 November 2012 3 of 10

Information about this inspection

  • The inspector, along with the headteacher, observed nine lessons taught by six teachers.
  • Meetings were held with representatives from the governing body, parents and carers, staff,
    including senior and middle leaders, groups of pupils and a representative from the local
  • The inspector listened to pupils read and talked with them about their enjoyment of books.
  • While observing the work of the school, the inspector took account of 13 responses to the online
    Parent View and 21 responses to the staff questionnaire. He looked at school documentation,
    including teachers’ planning, the school’s self-evaluation and development plans, assessment
    information, monitoring files, governing body minutes, safeguarding documentation and samples
    of pupils’ work.

Inspection team

David Radomsky, Lead inspector Additional inspector
Inspection report: Woodlands Park Primary School, 21–22 November 2012 4 of 10

Full report

Information about this school

  • Woodlands Park is smaller than the average-sized primary school.
  • Most pupils come from White British backgrounds with the remainder coming from a number of
    minority ethnic groups.
  • Few pupils speak English as an additional language.
  • The proportion of pupils known to be eligible for the pupil premium is above average.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is well below average.
  • The proportion of pupils supported at school action plus and with a statement of special
    educational needs is average.
  • The school meets the current government floor standards which set the minimum expectations
    for attainment and progress.
  • The school does not have or make use of any alternative provision.
  • The headteacher and the governors manage a breakfast and after-school club.

What does the school need to do to improve further?

  • Improve teaching from good to outstanding in order to quicken progress by:

ensuring that teachers enable pupils to get on with learning activities at a faster rate by

speaking less and simplifying instructions

ensuring that teachers always check that pupils understand what they are learning about

ensuring that teachers give pupils more opportunities to respond to the comments they write

when they mark pupils’ work so that they do not repeat their mistakes.

Inspection report: Woodlands Park Primary School, 21–22 November 2012 5 of 10

Inspection judgements

The achievement of pupils is good
  • Children enter the Early Years Foundation Stage with skills and knowledge at below the levels
    usually found, especially in their language development. They quickly settle and make good
    progress in all areas.
  • The most recent results show that attainment in reading, writing and mathematics at the end of
    Year 2 and Year 6 is average. For the first time ever, an above average proportion of pupils
    reached the higher levels in reading, writing and mathematics in Years 2 and 6. Achievement is
    good across the school because all pupils make at least good progress in relation to their
    starting points. Evidence from pupils’ work, lesson observations and the school’s own data all
    show that this trend of good progress is embedded and set to continue.
  • Standards are improving in reading because reading is taught well in all classes. In the Early
    Years Foundation Stage and Key Stage 1, pupils learn about letters and sounds, begin to
    recognise new words and improve their writing and spelling. Pupils become enthusiastic and
    confident readers at school and are encouraged to read at home with their parents and carers.
    Older pupils enjoy reading independently.
  • Any achievement gaps are narrowing swiftly as pupils, for example those eligible for the pupil
    premium, now make similar progress in reading, writing and mathematics to their peers.
  • The progress of disabled pupils and those who have special educational needs is similar to that
    of their peers because they receive well-targeted good support.
  • Pupils who speak English as an additional language are sensitively supported in a language-rich
    environment and so make similar progress to the other pupils.
The quality of teaching is good

The improvement in teaching, since the previous inspection, now means that almost all is good

with a little that is outstanding.

Teaching in the Early Years Foundation Stage is good. There are effective links between home

and school and so individual needs are well catered for. The children settle in well and develop

good relationships with the adults who help them.

All ages are well involved in their own learning. They have good opportunities to work with their

teachers and other adults to focus on their interests. Much enjoyment is evident in all classes.

Teachers are highly dedicated to their pupils. During lessons they model enthusiasm for learning

and the different needs and abilities of pupils are well addressed. Teaching assistants are

effectively deployed to support pupils’ learning.

Planned activities generally provide appropriate challenge to ensure that pupils achieve well.

The quality of pupils’ writing has improved because teachers plan exciting writing activities in

subject areas other than literacy, which enthuse pupils and make them want to write. Pupils in
Key Stage 1 were very excited to receive an email from a wizard at the start of the lesson. This

resulted in them writing sentences about spells and potions.

Teachers generally ensure that pupils understand what they are going to learn about and the

steps they need to take to ensure success.

Occasionally, teachers do not give clear and short explanations of what is expected in lessons.

Pupils get confused and a little fed up when they have to sit for too long because they want to

get on with their activities. These prolonged introductions slow pupils’ learning and progress.

Teachers frequently mark pupils’ work and give them written and oral feedback on what they

have done well and what needs to be improved. They do not, however, always create enough

opportunities for pupils to act on their comments quickly enough so that they do not repeat the

same mistakes.

Inspection report: Woodlands Park Primary School, 21–22 November 2012 6 of 10
The behaviour and safety of pupils are good
  • Children in the Early Years Foundation Stage behave well. Through learning in the classrooms
    and in the outdoor areas they quickly learn to socialise, share and learn as they play.
  • Pupils enjoy coming to school. They work well in pairs and groups, offering each other mutual
    support to ensure their successful learning.
  • Attendance is average and rising quickly and has improved since the previous inspection. The
    proportion of persistent absentees has reduced significantly.
  • Pupils generally behave well in lessons and around the school. Occasionally, they get a little
    restless in lessons when they have to be passive listeners when teachers talk for too long.
  • Pupils are well aware of the school’s systems of rewards and punishments, which they say are
    applied consistently and effectively.
  • Pupils have a good understanding of the different kinds of bullying, such as cyber, name calling
    and physical bullying. They say that occasional incidents of bullying are dealt with quickly by
    staff. The school’s records reflect a picture of good behaviour over time and show very few
    reported incidents of racism, and no exclusions in the past few years.
  • Pupils say they feel safe in school. They have a good awareness of how to keep themselves
    safe, for example on the roads, from substance abuse and when using the internet.
  • The school works effectively with external agencies to support pupils and their families
    experiencing difficulties with learning, behaviour or regular attendance.
The leadership and management are good

The headteacher has successfully created a unity of purpose, so that all staff and the governing

body have high expectations for the quality of their own performance and what they want pupils

to achieve.

Good self-evaluation processes ensure that leaders know the school well. Development planning

is thorough and progress towards reaching challenging targets for improvement is frequently


  • Lesson observations are undertaken regularly and teachers are given areas for further
    development. Teachers are supported to improve through training, mentoring and by learning
    from best practice from some local outstanding schools.
  • Leaders frequently analyse pupils’ performance in detail and these strategies have been
    instrumental in improving the quality of teaching across the school. This information is used
    effectively to ensure teachers are accountable for addressing any pupil underperformance and
    for identifying any additional support pupils may require.

There are emerging strengths in middle leadership, some of whom are new to their roles. With

effective support from the headteacher there is a good focus on further improving pupils’

achievement and the quality of teaching.

The headteacher has considerably strengthened staff appraisal and performance management

procedures and does not reward staff unless their pupils make consistently good progress.

The local authority provides effective support for developing the skills of school leaders and the

governing body.

The good curriculum is enriched, for example, through themed topics and related visits. Last

year the whole school worked on art projects and visited the National Gallery, and recently
pupils have been learning about the monarchy and visited Windsor Castle. With these and other
opportunities, such as the visit of an Olympian, singing in the local community, and the range of
activities available in the after-school and breakfast clubs, the school ensures that pupils’

Inspection report: Woodlands Park Primary School, 21–22 November 2012 7 of 10

spiritual, moral, social and cultural development is well promoted.

School leaders ensure that all pupils have equality of opportunity and as a result there are no

significant gaps in achievement between groups of pupils. Through assemblies and the

curriculum, pupils are taught to be tolerant of all people and discrimination is not tolerated.

  • The governance of the school:

Governors are aware of the quality of teaching and understand how pupils in the school are

achieving in relation to similar small schools. They visit the school regularly to monitor all
aspects of its work and recently received training on how to improve the effectiveness of these
visits. Training in other aspects of their work has been arranged. Governors are aware of the

outcomes of the school’s annual appraisal procedures and know that only the most successful

teachers are rewarded. They ensure good value for money, including with how the pupil

premium funding is spent. The additional funding for pupils who are eligible for the pupil

premium is spent well to support personal development and for additional academic tuition.
Governors support and challenge leaders well in order to ensure continued improvements. All

statutory duties are met, and arrangements for safeguarding are robust and effective.

Inspection report: Woodlands Park Primary School, 21–22 November 2012 8 of 10

What inspection judgements mean


Grade Judgement Description
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.

Inspection report: Woodlands Park Primary School, 21–22 November 2012 9 of 10

School details

Unique reference number 109841
Local authority Windsor and Maidenhead
Inspection number 401083

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 122
Appropriate authority The governing body
Chair Georgie Higgs
Headteacher Alison Penny
Date of previous school inspection 2–3 March 2010
Telephone number 01628 822350
Fax number 01638 829284
Email address reveal email: wood…


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