Woodlea Primary School

Name Woodlea Primary School
Website http://www.woodlea.hants.sch.uk
Ofsted Inspections
Address Atholl Road, Whitehill, Bordon, GU35 9QX
Phone Number 01420476342
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 148 (48.6% boys 51.4% girls)
Number of Pupils per Teacher 20.4
Local Authority Hampshire
Percentage Free School Meals 24.3%
Percentage English is Not First Language 14.9%
Persistent Absence 13.8%
Pupils with SEN Support 9.5%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. The majority of pupils are White British.

The proportion of pupils eligible for the pupil premium is below average. The proportion of pupils who have special educational needs and/or disabilities is below average. Children in the early years attend full-time in one Reception class.

The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school This is a good school. Leaders and governors have successfully led improvements to the quality of teaching.

Consequently, pupils’ progress has accelerated. The headteacher, ably supported by the senior leadership team and governing body, has played a pivotal role in creating an inclusive and ambitious culture. The curriculum engages and challenges pupils.

The school’s grounds, described by one parent as idyllic, are used extensively to support pupils’ learning and personal development. There are good opportunities for pupils to apply their literacy across the curriculum. Pupils are well cared for and feel safe.

They behave well, and are friendly and mutually supportive. Pupils are keen to learn. Teachers, working in partnership with teaching assistants, motivate pupils to try hard.

As a result, all groups of pupils, including those who are disadvantaged, make good progress. Pupils are rising to the challenge of an increasing emphasis on problem solving, and this is helping them to gain deeper insights into mathematical ideas. The teaching of phonics has improved.

However, older pupils’ use of phonics skills to support their reading and writing is not consistently well developed. Children in the early years thoroughly enjoy learning and make good progress. Adults promote children’s social development and language skills effectively, providing a good range of activities both indoors and outside.

Leaders’ self-evaluation is broadly accurate and their development plans well focused. However, leaders do not pull together performance information consistently sharply. This limits leaders’ ability to evaluate the success of initiatives.