Woodside Junior School

Woodside Junior School
Inspection report
Unique Reference Number 1017+9
Local Authority Croydon
Inspection number 335780
Inspection dates 9-10 Narch 2010
Reporting inspector Robin Gaff
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 7-11
Gender of pupils Nixed
Number of pupils on the school roll +66
Appropriate authority The governing body
Chair Derek Cooper
Headteacher Chris Wier
Date of previous school inspection 27 January 2007
School address Norland Road
Croydon
Surrey
CR0 6NF
Telephone number 020 865+5333
Fax number 020 86562567
Email address head@woodside-jun.croydon.sch.uk
Age group 7-11
Inspection dates 9-10 Narch 2010
Inspection number 335780
.
Inspection report: Woodside Junior School, 9-10 Narch 2010 2 of 13
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to
achieve excellence in the care of children and young people, and in education and skills for learners of all
ages. !t regulates and inspects childcare and children's social care, and inspects the Children and Family
Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning
and skills training, adult and community learning, and education and training in prisons and other secure
establishments. !t rates council children's services, and inspects services for looked after children,
safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school
must provide a copy of this report free of charge to certain categories of people. A charge not exceeding
the full cost of reproduction may be made for any other copies supplied.
!f you would like a copy of this document in a different format, such as large print or Braille, please
telephone 08+56 +0+0+5, or email enquiries@ofsted.gov.uk.
You may copy all or parts of this document for non-commercial educational purposes, as long as you give
details of the source and date of publication and do not alter the documentation in any way.
Royal Exchange Buildings
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Crown copyright 2010
Introduction
This inspection was carried out by four additional inspectors. The inspectors observed 20
lessons, taught by a total of 17 teachers. They spent the majority of available inspection
time observing pupils' learning. !nspectors held meetings with staff, pupils and a group
of governors, and met informally with a small number of parents and carers. They
looked at planning and evaluation documents, as well as reports completed by external
bodies, including the local authority. !nspectors scrutinised the school's own analysis of
pupils' attainment and progress, as well as the results of surveys it has carried out, for
example of parents' and carers' satisfaction with the services it provides. A total of 1+0
questionnaires completed by parents and carers were received and analysed.
The inspection team reviewed many aspects of the school's work. !t looked in detail at
the following:
s the extent of the school's success in raising the achievement of all groups of pupils
s the effectiveness of the school's measures to improve the quality of teaching and
assessment
s the impact of developments in the curriculum on pupils' learning and progress
s the extent of the school's success in promoting all aspects of community cohesion.
Information about the school
This is a much larger than average primary school. The proportion of pupils from
minority ethnic groups is well above the national average. The percentage of pupils who
speak English as an additional language is below average. An above average proportion
of pupils have special educational needs andfor disabilities. Almost all pupils join the
school from the infant school on the same premises. The school offers extended
services, including a breakfast club, in partnership with a number of other local schools
and children's centres.
Inspection judgements
Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2
Main findings
Woodside Junior is a good school which provides a welcoming and supportive
environment for all its pupils. !ts successful commitment to promoting equal
opportunities means that pupils from different ethnic groups and of varying abilities
work and play harmoniously together, and achieve equally well. The school works
effectively with its local partners to provide a range of services and experiences for its
pupils, including holiday activities, trips and visits. !ts close links with the neighbouring
infant school, as well as with local secondary schools, enable pupils to make smooth
transitions from one stage of their education to the next. Parents and carers speak
warmly about the support their children receive, because staff keep them well informed
about their progress and are prepared to listen to and act upon their concerns.
The school has high expectations of pupils' work and behaviour. Levels of attainment
are in line with national averages, and have risen significantly in recent years. Pupils,
including those who have special educational needs andfor disabilities, consistently
make good progress. Pupils behave sensibly and safely in the playground, and show a
positive attitude to learning in lessons. Their good understanding of what constitutes a
healthy lifestyle is enhanced by their participation in a wide range of sporting activities,
as well as by special events led by visitors to the school. Nany pupils contribute well to
the school and wider communities through their membership of the school council and
by raising money for charity. Pupils develop a range of skills that will serve them well in
later life, but for a few this is limited by their poor attendance. Pupils show a good
understanding and appreciation of the different cultures and traditions that are
represented within the school and the wider world.
Teachers know their pupils well and plan their lessons carefully to include activities to
meet the needs of pupils with different abilities and interests. They regularly check
pupils' learning, and encourage them to share and develop their ideas. Nost lessons
proceed at a good pace, and teachers ensure that pupils have plenty of opportunities for
assessing their own and each others' work. However, in a few lessons, teachers spend
too long explaining activities, resulting in some pupils losing focus. Pupils know and
understand their targets but do not always receive sufficiently detailed written advice to
ensure they know what to do next to improve their work. The school has adapted its
curriculum well to meet the needs of different groups of pupils. For example, it provides
effective in-class support as well as small group and one-to-one sessions for pupils,
including those who speak English as an additional language. !t also enables those who
have been identified as gifted and talented to take part in activities designed specifically
to engage their interest and develop their skills.
School leaders rigorously evaluate all aspects of the school's provision. They have an
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
accurate understanding of its strengths, as well as areas for further development. They
have successfully addressed weaknesses identified in the last inspection report, for
example by improving the school's systems for monitoring the progress of individuals
and groups of pupils. They recognise, however, the need to provide teachers with more
opportunities to share the good and outstanding practice which exists in the school.
Governors know their school well, and are prepared to systematically hold school leaders
to account. This, together with the commitment shown by staff at all levels to improving
the school's provision for its pupils, indicates its good capacity for further improvement.
What does the school need to do to improve further?
s !ncrease pupils' attendance to 95 by the end of December 2010 by:
- identifying and implementing effective strategies to support those parents who
need reminding about the consequences of not sending their child to school
regularly.
s Share best practice in teaching more widely across the school to improve pupils'
attainment further by:
- giving staff more time to observe each other teach
- developing more effective whole-school policies on teaching and learning
- sharing more information about the common features of effective teaching.
s Ensure that all teachers give their pupils sufficiently detailed written information on
how to improve their work.
Outcomes for individuals and groups of pupils 2
Pupils join the school with levels of attainment that are below the national average.
Their performance in national tests in recent years shows that they make good or better
progress from their starting points in the key areas of English, mathematics and science.
For example, pupils develop their reading and writing skills well because of their
teachers' expertise in enabling them to grasp the links between pronunciation and
spelling. !n a Year 5 mathematics lesson, pupils made good progress in estimating and
calculating quantities by working out what they needed, and how to get the best value
for money in buying ingredients for recipes. Pupils say they enjoy their lessons. For
example, one said, 'Ny teacher is brilliant ' he listens to our points of view!'
The school's achievement of the Healthy School and Active Nark awards is reflected in
pupils' clear understanding of the importance of healthy living. Pupils understand the
dangers of drug and alcohol abuse, as well as those associated with unsafe use of the
internet. Pupils feel safe in school, and are not unduly concerned about bullying because
they know the school will deal with it effectively if it occurs. They are polite and
welcoming towards visitors, and can express themselves confidently and coherently. An
example of their considerate and responsible behaviour is the way in which large
numbers of them move safely through the narrow corridors on their way to and from
assembly. Pupils make a positive contribution to the local community through, for
1
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and
+ is low.
instance, performances of the school steel band at a number of local venues. They gain
a good understanding of different cultures through the links that have been established
with schools in France and Ghana. The school's success in this respect has been
recognised by its achievement of the !nternational Schools award. !n sessions organised
by a national sporting organisation, pupils showed a real sense of awe and excitement
as they listened to a young sportsman who has achieved national recognition. They also
learned important lessons about winning and losing, as well as the importance of fitness
and self-discipline.
70ese are /0e grases /or u//s ou/comes
Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
Pupils' attainment
1
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs andfor
disabilities and their progress
2
3
2
2
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Pupils' attendance
3
3
The extent of pupils' spiritual, moral, social and cultural development 2
How effective is the provision?
Teachers use resources well, including modern computer-based technology, as well as a
variety of teaching styles, such as whole-class, group and pair work. Nany lessons
include activities which engage pupils' interest and harness their willingness to work
cooperatively. For example, in an outstanding Year 6 lesson, the teacher made excellent
use of humour and imagination in an activity in which pupils were told that their deputy
headteacher had been kidnapped! They then had to work together to interpret
instructions in order to gain his release. However, in a few lessons the pace of learning
is slow because teachers spend too long talking to the class and do not give pupils
enough opportunities to learn for themselves and from each other. Teachers regularly
check pupils' understanding, and make good use of peer and self-assessment to ensure
that pupils have a clear idea of how well they are doing. Some teachers make excellent
use of the school's 'Yes!fOops!' marking system to let pupils know what they have done
well and what they need to do to improve, but in a few cases teachers' written advice is
not specific enough in helping pupils to understand this clearly.
The school works well with various partners, including local schools and other
organisations, to offer a broad and balanced curriculum which caters well for pupils with
different abilities and preferred learning styles. For example, a group of potentially
underachieving Year 5 pupils have had their interest and engagement in learning
boosted by a project the school has organised with a local professional football club. The
school offers a wide range of well-attended clubs and out of school activities, some in
partnership with other schools.
Pupils comment favourably on how well the school looks after them, and parents and
carers confirm this. Teaching assistants work effectively with class teachers to provide
well-focused support for pupils with special educational needs andfor disabilities, which
enables them to make good progress. The school has succeeded in minimising the
proportion of pupils who are excluded because their behaviour limits their own and
others' learning. The introduction of the breakfast club has helped some pupils to
improve their punctuality. The school has also been successful in reducing the amount
of persistent absenteeism, and can point to several cases where pupils' attendance has
improved dramatically. However, it recognises that there remains a very small, but
stubborn, minority for whom its efforts have yet to be successful.
70ese are /0e grases /or /0e qua///y o/ rov/s/on
The quality of teaching
The use of assessment to support learning
2
2
The extent to which the curriculum meets pupils' needs, including, where
relevant, through partnerships
2
The effectiveness of care, guidance and support 2
How effective are leadership and management?
The headteacher, ably supported by his deputy and other school leaders, has a very
clear vision of the role the school plays in the local community, and of how that role can
be further enhanced. Leaders and managers carefully monitor pupils' progress, as well
as the quality of teaching and its impact on learning, but acknowledge the need to share
best practice more widely. Governors bring a good range of experience and expertise to
the school. They show a thorough understanding of its priorities for development, and
work effectively with school leaders in setting challenging targets for improvement. The
school has succeeded in improving its engagement with parents and carers, as indicated
by the increasing numbers who attend school events. Some of these are organised by
the active parents' association, which is also successful in raising money to increase the
resources available to the school.
The school's good promotion of equal opportunities and willingness to tackle
discrimination is evidenced by the willingness of pupils from different backgrounds to
appreciate one another's culture, and the rarity of racist incidents. !ts arrangements for
safeguarding children are comprehensive and robust. The school makes a strong
contribution to community cohesion in the local area through its work with a range of
organisations, including local charities. Pupils learn to value different cultures in the
global community, and the school is developing links with another school in a very
different part of the United Kingdom which will enable pupils to increase still further
their appreciation of diversity.
70ese are /0e grases /or /easers0/ ans managemen/
The effectiveness of leadership and management in embedding ambition and
driving improvement
The leadership and management of teaching and learning
2
2
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities
met
2
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
2
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve
value for money
2
Views of parents and carers
A very large majority of parents and carers are supportive of the school. Almost all
parents and carers believe the school keeps their children safe and prepares them well
for the future, and say that teaching is good. A small minority express reservations
about the way the school deals with unacceptable behaviour, but inspectors found that
the school deals well with the challenging behaviour of a few of its pupils. For the most
part, inspectors found that the views of parents and carers coincided with their own.
Inspection report: Woodside Junior School, 9-10 Narch 2010 S of 13
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Woodside Junior School to
complete a questionnaire about their views of the school.
!n the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 1+0 completed questionnaires. !n total, there are +66 pupils registered at
the school.
Statements
Strongly
Agree
Agree Disagree
Strongly
disagree
. Total % Total % Total % Total %
Ny child enjoys school 63 +5 6+ +6 7 5 2 1
The school keeps my child
safe
73 52 6+ +6 2 1 0 0
The school informs me
about my child's progress
57 +1 73 52 7 5 0 0
Ny child is making enough
progress at this school
56 +0 71 51 8 6 2 1
The teaching is good at this
school
62 ++ 72 51 + 3 0 0
The school helps me to
support my child's learning
++ 31 8+ 60 8 6 0 0
The school helps my child to
have a healthy lifestyle
53 38 79 56 6 + 0 0
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)
+3 31 8+ 60 3 2 0 0
The school meets my child's
particular needs
++ 31 8+ 60 8 6 1 1
The school deals effectively
with unacceptable behaviour
39 28 71 51 21 15 + 3
The school takes account of
my suggestions and
concerns
3+ 2+ 87 62 8 6 3 2
The school is led and
managed effectively
36 26 88 63 7 5 3 2
Overall, ! am happy with my
child's experience at this
school
53 38 75 5+ 6 + 2 1
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.
Glossary
What inspection judgements mean
Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An oustanding
school provides exceptionally well for its pupils' needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade + !nadequate These 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 200S
. Overall effectiveness judgement {percentage of
schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 39 58 3 0
Primary schools 13 50 33 +
Secondary schools 17 +0 3+ 9
Sixth forms 18 +3 37 2
Special schools 26 5+ 18 2
Pupil referral units 7 55 30 7
All schools 15 +9 32 5
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 Najesty's Chief !nspector of
Education, Children's Services and Skills 2007f08.
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
Achievement: the progress and success of a pupil in
their learning, development or training.
.
Attainment: 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. !nspectors 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.
.
Learning: 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.
.
. s The school's capacity for sustained
improvement.
s Outcomes for individuals and groups
of pupils.
s The quality of teaching.
s The extent to which the curriculum
meets pupil's needs, including where
relevant, through partnerships.
s The effectiveness of care, guidance
and support.
.
Progress: the rate at which pupils are learning in
lessons and over longer periods of time. !t
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.
.
11 Narch 2010
Dear Pupils
!nspection of Woodside Junior School, Croydon CR0 6NF
Thank you for the warm welcome you gave the inspectors during our visit. We enjoyed
meeting you and listening to what you had to tell us about your school.
We think you go to a good school where all groups of pupils get on well together. You
behave well in lessons and in the playground. Your teachers and other adults look after
you very well, so you feel very safe in school and are not worried about bullying
because you know that if it happens the school deals with it well. We are impressed that
you understand what healthy living is all about, and you like taking part in the wide
range of sports the school provides. Well done! You told us you know the school council
is making a difference. The school helps you to settle in well when you join, and to
prepare you for secondary school. We know you understand and appreciate people's
different traditions and lifestyles around the world. A few of you need to make a greater
effort to come to school more regularly.
You work and learn well in your lessons, and you enjoy learning because your teachers
mostly give you interesting things to do. We think lessons could sometimes move a little
faster and give you more chances to learn for yourselves. You know what your targets
are and how well you are doing, but sometimes you need more help to know what to do
next to improve your work.
The headteacher, staff and the governors are all working hard to make the school an
even better place. To help them do this, we have asked them to:
s remind some parents and carers about the importance of their children attending
school as regularly as possible
s share all their best ideas about what works well in lessons
s give you enough detailed help when they mark your work so you know what to do
next to improve it.
We all wish you the very best for the future!
Yours sincerely
Robin Gaff
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: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of
the guidance, please telephone 0S456 404045, or email enquiries@ofsted.gov.uk.

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