School etc

Woolaston Primary School

Woolaston Primary School
Netherend
Lydney
Gloucestershire
GL156PH

01594 529270

Headteacher: Mrs Rosalind Escott

Website: www.woolastonschool.com

School holidays for Woolaston Primary School via Gloucestershire council

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155 pupils aged 4—10y mixed gender
189 pupils capacity: 82% full

90 boys 57%

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65 girls 42%

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Last updated: June 19, 2014


Primary — Community School

URN
115559
Education phase
Primary
Establishment type
Community School
Establishment #
2114
OSGB coordinates
Easting: 359588, Northing: 200184
GPS coordinates
Latitude: 51.699, Longitude: -2.5861
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 2, 2013
Region › Const. › Ward
South West › Forest of Dean › Hewelsfield and Woolaston
Area
Village - less sparse
Free school meals %
4.50
Learning provider ref #
10040176

Rooms & flats to rent in Lydney

Schools nearby

  1. 1.8 mile Aylburton Church of England Primary School GL156DB (64 pupils)
  2. 2.6 miles Whitecross School (Foundation) GL155DZ
  3. 2.7 miles Three Castles College GL155ET
  4. 2.7 miles The Dean Academy GL155DZ (828 pupils)
  5. 2.9 miles Lydney Church of England Community School (VC) GL155JH (210 pupils)
  6. 3.2 miles Brockweir County Primary School NP167NW
  7. 3.4 miles St Briavels Parochial Church of England Primary School GL156TD (134 pupils)
  8. 3.5 miles Severnbanks Primary School GL155AU
  9. 3.5 miles Severnbanks Primary School GL155AU (223 pupils)
  10. 3.6 miles Bream Church of England Primary School GL156JW (181 pupils)
  11. 3.6 miles Primrose Hill CofE Primary School GL155TA
  12. 3.6 miles Primrose Hill Church of England Primary Academy GL155TA (237 pupils)
  13. 4.3 miles Pillowell Community Primary School GL154QT (80 pupils)
  14. 4.6 miles Tutshill Church of England Primary School NP167BJ (212 pupils)
  15. 4.9 miles Yorkley Primary School GL154RR (131 pupils)
  16. 4.9 miles Llandogo C.P. School NP54TJ
  17. 5 miles Clearwell Church of England Primary School GL168LG (43 pupils)
  18. 5 miles Wyedean School and 6th Form Centre NP167AA
  19. 5 miles St Johns-on-the-Hill School NP167LE (326 pupils)
  20. 5 miles Wyedean School and 6th Form Centre NP167AA (1119 pupils)
  21. 5.1 miles Oldbury on Severn Church of England Primary School BS351QG (60 pupils)
  22. 5.1 miles Sharpness Primary School GL139NU (94 pupils)
  23. 5.1 miles Ellwood Primary School GL167LY (137 pupils)
  24. 5.1 miles Parkend Primary School GL154HL (59 pupils)

List of schools in Lydney

Ofsted report transcript

School report

Woolaston Primary School

Netherend, Lydney, Gloucestershire, GL15 6PH

Inspection dates 2−3 October 2013
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

Teaching across the school is consistently
The Reception class provides a stimulating
Teaching assistants are deployed well
good and some is outstanding. As a result,
pupils achieve well and standards are above
average.
environment and firm foundation for all pupils
at this important phase of their education.
throughout the school to give targeted
support to individuals and groups.
Consequently, all groups make good
progress.
Pupils enjoy coming to school and speak with
Most parents have positive views about the
All leaders and managers, including governors,
Pupils typically behave well in lessons and
enthusiasm about both their learning and the
range of activities the school provides.
school and agree that it is a safe place in which
to learn.
are ambitious for continuous improvement of
the school.
around the school. They have positive attitudes
to learning.
Achievement in mathematics is weaker than
in reading and writing.
Leaders in charge of subjects are not fully
involved in the development of good practice
across the school, especially in relation to
mathematics.

Information about this inspection

  • Inspectors observed 11 lessons and carried out joint observations with both the headteacher and
    members of the senior team.
  • Inspectors listened to pupils read and talked to groups of pupils about their work and attitudes
    to learning. They looked at pupils’ work in exercise books across a range of subjects.
  • They met with the headteacher, other school leaders and members of the governing body to
    explore the impact of leadership and management at all levels on pupils’ learning and outcomes.
  • Inspectors spoke to parents and carers at the start of the school day and took account of the 37
    responses to the online questionnaire (Parent View) as well as written comments submitted by
    parents during the inspection. Returns to the staff questionnaire were also considered.
  • The lead inspector met with a representative from the local authority to find out about the ways
    in which it supports the school.
  • Inspectors observed the school’s work and looked at a number of documents, including the
    school’s data on the progress of pupils, planning and monitoring documentation, records relating
    to behaviour and attendance and evidence relating to safeguarding.

Inspection team

Marion Hobbs, Lead inspector Additional inspector
Terry Mortimer Additional inspector

Full report

Information about this school

  • This is a smaller-than-average-sized primary school situated between Chepstow and Lydney and
    close to the Forest of Dean.
  • Most pupils are of White British heritage.
  • The proportion of pupils supported by the pupil premium has risen over the past three years but
    is still below the national average. This is additional funding for looked after children, pupils
    known to be eligible for free school meals and pupils with a parent in the armed services.
  • The proportion of disabled pupils and those with special educational needs supported at school
    action is broadly average. The proportion supported at school action plus or with a statement of
    special educational needs is below average.
  • All six classes in the school are taught in mixed-age groups, including the Reception year.
  • The school operates a daily breakfast club and after-school service.
  • The school meets the government’s floor standard, which sets out the minimum expectation for
    pupils’ attainment and progress.

What does the school need to do to improve further?

  • Accelerate progress in mathematics so that achievement in this subject is as good as that in
    reading and writing by:
    providing opportunities for pupils to practise and refine their mathematical skills in different
    subjects
    giving pupils more chance to explore and find out things for themselves.
  • Improve leadership and management by:
    increasing the skills of subject leaders in observing the impact of teaching on learning across
    the school, so that they can be fully involved in developing best practice, particularly in
    mathematics.

Inspection judgements

The achievement of pupils is good
  • Most pupils join the Early Years Foundation Stage with skills generally below those typical for
    their age. Good teaching helps them to make good progress, especially in reading and writing,
    so that they are well prepared to start Key Stage 1 at the end of the Reception year.
  • Continuing good progress is reflected in attainment at the end of Key Stage 1, which is
    increasingly above average in reading and writing and mathematics.
  • Most groups of pupils, including those eligible for the pupil premium, make better progress than
    typically expected. Those eligible for the pupil premium attain at a similar level to their peers.
  • Disabled pupils and those with special educational needs also make good progress, often in line
    with their peers.
  • The school has strong systems for tracking pupils’ achievement and this information shows that
    all groups across the school make good progress. Pupils are known individually so that extra
    support is tailored effectively to need and pupils are well prepared for important milestones in
    their education.
  • Pupils are keen and enthusiastic about their learning. ‘It gets better and better,’ one Year 5 pupil
    told an inspector. Pupils read well and take full advantage of the wide range of high quality
    fiction available to them through the class and school libraries.
  • Standards in all subjects at Key Stage 2 show a steadily rising pattern of attainment over time
    and are now above average. Mathematics is slightly behind reading and writing. The school is
    well aware of this and is putting in place effective strategies to close the gap.
The quality of teaching is good
  • Teaching is consistently good throughout the school, with some examples that are outstanding.
    Teachers have high expectations and use questioning and pace effectively to support good rates
    of progress for all groups. Pupils’ learning is based on a range of interesting topics, for example
    Groovy Greeks, Rainbow Fish and The Magic Travel Machine, and these provide a stimulating
    basis from which pupils are able to develop their skills across a range of subjects.
  • Teaching and learning are seen as a journey through school in the six mixed-age classes from
    Discovery in the Reception year to Apollo in Years 5 and 6. Pupils enthuse about the rocket
    mural in the playground that visualises this concept.
  • However, pupils’ progress in mathematics is held back by too few opportunities for pupils to
    explore and find out things for themselves.
  • A highly positive attitude is evident in all classes. Teachers and other adults create a positive
    climate for learning so that pupils are interested and enthused. An example of this was seen in
    the Year 5/6 class, where the teacher transformed herself into the role of an Ancient Greek in
    order to help pupils explore distances between City States.
  • Experienced and effective teaching assistants provide good quality support for those pupils who
    need extra help. They work closely with teachers, giving support both in and out of the
    classroom for disabled pupils and those with special educational needs. They also support those
    eligible for the pupil premium. This helps to ensure that all groups of pupils make good progress
    and achieve well.
  • Learning and progress are assessed regularly across all key stages, including the Early Years
    Foundation Stage. There is good quality dialogue between teachers and pupils about how to
    develop their work and take it to the next level.
  • Homework is set that is appropriate to the needs of different pupils and in relation to the topic
    the class is studying.
The behaviour and safety of pupils are good
  • Pupils have positive attitudes to learning. They are keen to get on with their work and show
    eagerness and endeavour. Behaviour for learning is not yet outstanding as pupils’ attitudes to
    learning are not exemplary at all times.
  • Pupils’ relationships with teachers and the other adults who help them are very positive. Pupils
    are polite and courteous. They respond quickly to staff instructions and this means that lessons
    proceed smoothly and with very little low-level disruption.
  • Parents and carers are positive about all aspects of the school’s provision and appreciate the
    range of activities that the school offers.
  • Pupils speak with pride of their school; ‘it’s exciting’ and ‘it’s fun’ were typical of comments given
    to inspectors.
  • Pupils are equally positive about their experiences at school. They have a clear understanding of
    different forms of bullying, including that which may be encountered through social media and
    the internet.
  • Pupils have a good understanding of how to keep safe and are confident that any issues they
    raise will be dealt with swiftly.
  • Attendance is broadly average. Absences are followed up promptly as a matter of course and the
    very low numbers of exclusions relate to individual pupils with particular needs.
  • Pupils are confident, happy and well prepared for the next stage of their education.
The leadership and management are good
  • The headteacher, senior leaders and governors consistently communicate high expectations and
    ambition for school improvement.
  • Teaching, learning and pupils’ progress are monitored regularly and effectively by the
    headteacher and her senior team. A robust system of performance management for teachers is
    linked to pupils’ outcomes as well as to the training needs of teachers and this is impacting on
    the progress of all pupils.
  • Subject leaders are not fully involved in developing best practice in teaching and learning across
    the school. Senior leaders recognise that there is scope to develop the skills of subject leaders in
    observing the impact of teaching on learning, and this is now being tackled.
  • Leaders and governors have a clear and accurate view of the school’s strengths and weaknesses
    and are swift to address any identified area of need. Governors work closely with the school to
    ensure that funding is available and effective in supporting provision.
  • The local authority provides appropriate and effective support to help the school move forward.
  • The importance of literacy and reading for pleasure is very much at the centre of the school’s
    work. High quality class libraries, along with a bright and attractive school library, help all pupils
    to develop their skills and interests in reading.
  • Pupils develop their skills across a range of subjects through exciting and stimulating topics.
    The school has also made good use of the additional government funding for sports by working
    with a local team of specialists whose objective is to work with each class and to train teachers,
    thus broadening the range of activities available.
  • Pupils’ spiritual, moral, social and cultural development is well supported both by their topics of
    learning and regular events such as ‘singing assemblies’ for each key stage.
  • The school deploys pupil premium funding effectively and this is reflected in the steadily rising
    pattern of achievement over time in English and mathematics.
  • The school works well with parents and carers to ensure positive benefits for pupils.
  • The school’s arrangements for safeguarding pupils meet statutory requirements.
  • The governance of the school:
    Since the last inspection, governors have worked hard to become a strong and effective body
    who understand their roles and responsibilities well and are able to provide robust support and
    challenge to the school. They take full advantage of training from the local authority in order
    to enhance their contribution. Governors hold the school closely to account for its outcomes
    and have a thorough understanding of progress data for all groups and cohorts within the
    school and the quality of teaching. They manage the school budget effectively and ensure that
    additional government funding, such as the pupil premium, is targeted appropriately to need.
    Governors involve themselves fully in the recruitment of high quality candidates to further
    strengthen teaching and learning. School improvement and improved outcomes for all pupils
    are very much at the heart of all that they do.

What inspection judgements mean

School

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
improvement
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.

School details

Unique reference number 115559
Local authority Gloucestershire
Inspection number 426754

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 4–11
Gender of pupils Mixed
Number of pupils on the school roll 153
Appropriate authority The governing body
Chair Steve Woodley
Headteacher Rosalind Escott
Date of previous school inspection 24−25 November 2011
Telephone number 01594 529270
Fax number 01594 529178
Email address admin@woolaston.gloucs.sch.uk

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