Woolaston Primary School
Headteacher: Mrs Rosalind Escott
reveal email address
School holidays for Woolaston Primary School via Gloucestershire council
189 pupils capacity: 82% full
90 boys 57%
65 girls 42%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- 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
- Village - less sparse
- Free school meals %
- Learning provider ref #
- 1.8 mile Aylburton Church of England Primary School GL156DB (64 pupils)
- 2.6 miles Whitecross School (Foundation) GL155DZ
- 2.7 miles Three Castles College GL155ET
- 2.7 miles The Dean Academy GL155DZ (828 pupils)
- 2.9 miles Lydney Church of England Community School (VC) GL155JH (210 pupils)
- 3.2 miles Brockweir County Primary School NP167NW
- 3.4 miles St Briavels Parochial Church of England Primary School GL156TD (134 pupils)
- 3.5 miles Severnbanks Primary School GL155AU
- 3.5 miles Severnbanks Primary School GL155AU (223 pupils)
- 3.6 miles Bream Church of England Primary School GL156JW (181 pupils)
- 3.6 miles Primrose Hill CofE Primary School GL155TA
- 3.6 miles Primrose Hill Church of England Primary Academy GL155TA (237 pupils)
- 4.3 miles Pillowell Community Primary School GL154QT (80 pupils)
- 4.6 miles Tutshill Church of England Primary School NP167BJ (212 pupils)
- 4.9 miles Yorkley Primary School GL154RR (131 pupils)
- 4.9 miles Llandogo C.P. School NP54TJ
- 5 miles Clearwell Church of England Primary School GL168LG (43 pupils)
- 5 miles Wyedean School and 6th Form Centre NP167AA
- 5 miles St Johns-on-the-Hill School NP167LE (326 pupils)
- 5 miles Wyedean School and 6th Form Centre NP167AA (1119 pupils)
- 5.1 miles Oldbury on Severn Church of England Primary School BS351QG (60 pupils)
- 5.1 miles Sharpness Primary School GL139NU (94 pupils)
- 5.1 miles Ellwood Primary School GL167LY (137 pupils)
- 5.1 miles Parkend Primary School GL154HL (59 pupils)
Ofsted report transcript
Woolaston Primary School
Netherend, Lydney, Gloucestershire, GL15 6PH
|Inspection dates||2−3 October 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
| 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
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
| 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
are ambitious for continuous improvement of
around the school. They have positive attitudes
| 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
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.
|Marion Hobbs, Lead inspector||Additional inspector|
|Terry Mortimer||Additional inspector|
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
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
|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
- 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
- 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
- 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
|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||115559|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|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||24−25 November 2011|
|Telephone number||01594 529270|
|Fax number||01594 529178|