School etc

Woodlands Park Primary School

Woodlands Park Primary School
Heywood Avenue
Woodlands Park

01628 822350

Headteacher: Ms Alison Penny


School holidays for Woodlands Park Primary School via Windsor and Maidenhead council

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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 & flats 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

Woodlands Park Primary School

Inspection report

Unique Reference Number109841
Local AuthorityWindsor and Maidenhead
Inspection number337383
Inspection dates2–3 March 2010
Reporting inspectorBarbara Atcheson

This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryCommunity
Age range of pupils3–11
Gender of pupilsMixed
Number of pupils on the school roll123
Appropriate authorityThe governing body
ChairBob Horner
HeadteacherAlison Penny
Date of previous school inspection 27 February 2007
School addressHeywood Park Avenue
Woodlands Park
Maidenhead SL6 3JB
Telephone number01628 822350
Fax number01628 829284

Age group3–11
Inspection dates2–3 March 2010
Inspection number337383

© Crown copyright 2009


This inspection was carried out by two additional inspectors. The majority of inspection time was spent observing learning. The inspectors visited eight lessons and observed all of the six teachers. Inspectors also held meetings with governors, staff and groups of pupils. They observed the school's work and looked at school policies, governors' minutes, planning documents, pupils' work and questionnaires returned from 58 parents and carers.

The inspection team reviewed many aspects of the school's work. It looked in detail at the following:

    • the achievement of groups of pupils to determine whether teaching is sufficiently challenging
    • the effectiveness of leaders at all levels in raising standards and bringing about consistently good teaching and learning
    • the development of international and national dimensions to the promotion of community cohesion.

Information about the school

This is a small school. Most of the pupils are of White British heritage. One third of the pupils have special educational needs, an above average proportion. Their needs mainly relate to speech, language and communication difficulties. The proportion of pupils eligible for free school meals is also higher than average. Children in the Nursery and Reception classes are organised into one Early Years Foundation Stage unit. The headteacher was appointed in April 2009 and the special educational needs coordinator in January 2010.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school?


The school's capacity for sustained improvement


Main findings

Main findings

The school is improving at a rapid pace under the good leadership of the new headteacher, ably supported by her senior leadership team. She has high expectations and has motivated staff. They have all worked successfully to improve the quality of teaching and learning so that although teaching is satisfactory overall, much is now good. However, inconsistencies remain and in a small proportion of lessons, the pace of learning slows, expectations are not high enough, pupils are not fully engaged all of the time and work is untidy. Attainment at the end of Year 6 has been low over the last three years, but there is a rising trend and pupils' progress has accelerated this year in line with the increasingly good teaching. The school has worked successfully to improve the attainment of girls and of pupils with special educational needs. However, not all teachers set sufficiently challenging work to extend the more able pupils.

Children get a good start to school life in the Early Years Foundation Stage unit, which is a bright, stimulating learning environment where children make good progress to reach the expected levels by the time they enter Year 1. Measures to deal with pupils with challenging behaviour have been successful and teachers have consistently high expectations of good behaviour. As a result, all pupils are well behaved, polite and thoughtful. They are knowledgeable about what makes a healthy lifestyle. They feel secure and have a heightened awareness of safety because of the good levels of safeguarding that exist. Attendance is average and pupils enjoy school. They say that their work is interesting and enjoyable because the curriculum is matched to their needs. Whilst the school's community is a cohesive one, the school does not do enough to teach pupils about life in other parts of the country.

The school has a secure view of its own strengths and weaknesses. Staff and governors share the headteacher's high level of commitment to raise achievement further. Rigorous monitoring of teaching and meticulous tracking of pupils' progress, alongside carefully targeted support for those at risk of underachievement, have ensured the quality of teaching and learning and the progress made by pupils are improving quickly. This, together with the drive and commitment of the new headteacher and the support of the local authority and a hardworking governing body, demonstrates that the school has a satisfactory capacity for continuous improvement.

What does the school need to do to improve further?

  • By July 2010, improve the attainment of all pupils, but especially more able pupils through:
    • raising teachers' expectations of what pupils can achieve and ensuring that more able pupils are set work that challenges and extends them.
  • By July 2010, ensure that teaching is consistently good through:
    • ensuring that lessons maintain a good pace
    • ensuring that pupils concentrate all of the time
    • ensuring that the presentation of pupils' work is neat and well organised.
  • By September 2010, improve pupils' awareness of the cultural diversity in Great Britain by fostering links with a contrasting school so that pupils can gain first-hand experience of meeting pupils from other backgrounds and cultures.

Outcomes for individuals and groups of pupils


Although attainment in English, mathematics and science at the end of Year 6 is low, it is improving across all three subject areas. Progress is satisfactory given pupils' starting points. However, it is now beginning to accelerate as pupils catch up on previous underachievement. All pupils, regardless of gender, ability or ethnicity, currently make good progress in the Early Years Foundation Stage and Key Stage 1. Their progress dips in early Key Stage 2 where teaching is satisfactory but it accelerates at the end of Key Stage 2.

Pupils enjoy lessons where they play an active role in their learning. For example, in a Year 6 lesson, the teacher's enthusiasm and high expectations meant that the pace of learning was fast as they rose to the challenge to perform their own play scripts. By contrast, pupils made satisfactory progress in a Year 3 and 4 mathematics lesson, because a missed opportunity to check pupils' knowledge of their own learning limited the prospect of discussing any misconceptions or of pushing the learning on. Pupils with special educational needs receive appropriate support and make satisfactory progress. Teaching assistants are skilled in structuring the small steps that help pupils build on what they have already learnt. Pupils work and play harmoniously and come to school regularly, and their behaviour is good. They say there is very little bullying and know that there will always be someone who will listen to them. Pupils are knowledgeable about how to stay safe and they have a good understanding of how to lead a healthy lifestyle. They enjoy a healthy choice at lunchtime and fruit for their break. They are proud to be members of the school council and enjoy the responsibility of looking after the school chickens, selling the eggs and harvesting the produce they have grown on their allotments.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
The extent to which pupils feel safe2
Pupils' behaviour2
The extent to which pupils adopt healthy lifestyles2
The extent to which pupils contribute to the school and wider community2
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

How effective is the provision?

Much teaching is lively and engaging, focused and purposeful. Year 2 pupils loved retelling the story of 'The Gingerbread Man'. They refined their learning in the light of the teacher's carefully judged interventions to show a clear understanding of the various characters by using different voices. Where teachers use assessment proficiently and have good subject knowledge, learning is carefully tailored to meet the needs of all pupils regardless of gender, ethnicity or ability. Pupils in Year 4 and 5 confidently composed open-ended questions to ask a frog, such as 'What do flies taste like?' and 'Do you have special muscles to help you leap so far?' Pupils made good progress because expectations were high and they were so involved in their learning that they even pre-empted the next steps. However, some inconsistencies in the quality of teaching remain. For example, Year 3 and 4 pupils lost concentration when they could not see or hear the pupils chosen to explain their work. Although the pupils behaved well, the pace of their learning slowed. Careful deployment of well-trained teaching assistants means that pupils get the full benefit of their support.

The curriculum supports learning appropriately. A recent review has laid the foundations for a more relevant curriculum with a stronger emphasis on the application of skills across different subjects. Pupils enjoy learning French and the opportunity to learn a musical instrument for a year. They are keen to take part in clubs such as the Film Club, cheerleading and various sports clubs. Years 5 and 6 benefit from their residential week of outdoor activities.

The school has rapidly transformed the work it does with pupils whose circumstances have made them vulnerable so that they now receive the right support to enable them to make appropriate progress and to develop social and life skills. Intervention groups are carefully focused on closing learning gaps. Strong relationships, thoughtful care and guidance, and productive links with a range of agencies ensure that vulnerable pupils and their families make the best of the opportunities provided by the school.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships3
The effectiveness of care, guidance and support3

How effective are leadership and management?

The dynamic approach of the headteacher is bringing about major improvements at a brisk pace. Senior leaders and staff work hard and share her vision and enthusiasm. As a result, the school has made significant strides forward. All teachers are held to account for the progress of their pupils through regular pupil progress meetings. These are informed by the schools' accurate tracking of pupils' progress which highlights potential underperformance. The introduction of this rigorous and effective tracking system and the reorganisation of the provision for pupils with special educational needs are testament to the school's commitment to ensure all pupils do as well as they can. However, the school recognises that there is still work to be done to raise teachers' expectations of what more able pupils can achieve.

Governors are well informed. They challenge and support when necessary but recognise that the role they play in monitoring the work of the school is underdeveloped. Procedures for safeguarding are good and ensure that all pupils feel safe and that their emotional and social needs are met. Checks on the suitability of adults to work with children are thorough and child protection arrangements are secure and updated regularly. There is a satisfactory strategy in place to promote community cohesion. Although plans are in hand, not enough has been done to enhance pupils' understanding of British cultural diversity.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving improvement
Taking into account:
          The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers2
The effectiveness of partnerships in promoting learning and well-being3
The effectiveness with which the school promotes equality of opportunity and tackles discrimination3
The effectiveness of safeguarding procedures2
The effectiveness with which the school promotes community cohesion3
The effectiveness with which the school deploys resources to achieve value for money3

Early Years Foundation Stage

Children settle quickly into the routines of school life because they are well cared for, safe and secure. Their days are filled with fun and excitement and this means that they make good progress in building skills and knowledge in all six areas of learning. They achieve well in all areas of learning and currently, the majority attain the levels expected for their age by the end of the Reception Year.

A well-resourced classroom and outside area provide stimulating opportunities for them to explore and investigate. They enjoy the welcoming, secure environment and settle quickly, immersing themselves happily in the exciting well-planned activities both in and out of doors. Boys in particular enjoy the writing activities outside and take time to practise their mark-making and attempt to write their name. Adults are skilled in making sensitive interventions that move children's learning on. For example, children talked confidently about the fruit that they had been investigating. They were encouraged and given good models of language that enabled them to describe the taste and say how much they were looking forward to planting the seeds and watching them grow. Teaching assistants provide focused support for children with special educational needs. Partnerships with parents are good, children are well cared for, and all safeguarding procedures are securely in place.The good leadership of the Early Years Foundation Stage has effectively ensured that what the children do in school is related to their individual needs. Consequently, the children benefit from good provision for their welfare, learning and development.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
          Outcomes for children in the Early Years Foundation Stage
          The quality of provision in the Early Years Foundation Stage
          The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

Most parents and carers have positive views of the school. Evidence from the inspection supports parents' views that children enjoy school, and that care for their health and safety is good. Many parents and carers acknowledge that there has been a distinct and noticeable improvement in the school. However, a number expressed concerns regarding the way in which the school deals with unacceptable behaviour. Whilst there have been occasions in the past when the school's approach to pupils with challenging behaviour was neither rigorous nor consistent, the quick action taken by the headteacher to bring in new sanctions in consultation with parents and carers, monitor behaviour and increase levels of midday supervision has meant that behaviour has improved dramatically over a short period of time. No unacceptable behaviour was seen during the inspection, and inspectors judge behaviour in lessons and around the school to be good.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Woodlands Park Primary School to complete a questionnaire about their views of the school.

In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

The inspection team received 58 completed questionnaires by the end of the on-site inspection. In total, there are 123 pupils registered at the school.

My child enjoys school295027472300
The school keeps my child safe305228480000
My school informs me about my child's progress254330523500
My child is making enough progress at this school284827473500
The teaching is good at this school254332551200
The school helps me to support my child's learning244133571200
The school helps my child to have a healthy lifestyle244130523500
The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)183136622300
The school meets my child's particular needs254331532300
The school deals effectively with unacceptable behaviour16282645142412
The school takes account of my suggestions and concerns213632554700
The school is led and managed effectively213636621200
Overall, I am happy with my child's experience at this school305226452300

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.


What inspection judgements mean

Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools inspected between September 2007 and July 2008

Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
All schools1549325

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

Common terminology used by inspectors


the progress and success of a pupil in their learning, development or training.


the standard of the pupils' work shown by test and examination results and in lessons.

Capacity to improve:

the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

Leadership and management:

the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.


how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness:

inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

  • The school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.

the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.

This letter is provided for the school, parents and

carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

4 March 2010

Dear Pupils

Inspection of Woodlands Primary School, Maidenhead SL6 3JB

Thank you for being so friendly when we visited your school. We enjoyed visiting

your lessons and talking to you. You really helped us. We think your school gives you

a satisfactory standard of education and there are quite a lot of good things about your school. These are the main things that helped us come to this conclusion.

    • The Early Years Foundation Stage unit gives children a good start to their school life.
    • You enjoy school, behave well and come to school regularly.
    • Teaching is satisfactory. Some of your lessons really help you to do your best but there are some which do not help you so much.
    • You achieve levels which are below those expected for your age, but you are improving!
    • The school provides interesting lessons and a wide range of extra activities.
    • You have a good understanding of healthy lifestyles and how to keep safe.
    • The teachers look after you and help if you are unhappy or unsure.
    • Your new headteacher and her staff are working hard to make learning better for you.

We have asked the school to do three things.

    • Help all of you to do better, but especially those of you who find learning easy.
    • Make sure that all teaching is good by ensuring that work is always interesting and makes you think hard, and that you learn things as quickly as you can and keep your work neat and tidy at all times.
    • Develop a link with a school that has pupils from different backgrounds so that you can make friends and find out what life is like for them.

We hope that you will all continue to enjoy coming to school and to try your hardest so that you are successful in the future.

Yours sincerely

Barbara Atcheson

Lead inspector

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email

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