WELCOME TO THE FOREST FEDERATION

Pupils enjoy school. They put into practice the values of Soudley School , such as respect and tolerance . Pupils say that bullying is rare. They are confident that adults would address any incidents quickly . Pupils feel safe in school. Relationships between adults and pupils are strong. Leaders ensure pupils receive a high standard of pastoral care. This helps pupils to build their social and emotional resilience . Pupils are beginning to engage more with the local community and wider world. F or example, several older pupils led an assembly to promote a local charity and organised a fundraising event. Pupils gain a strong sense of the difference they can make as a result.

The new executive leaders have accurately evaluated the school s strengths and areas of weakness. Their actions are bringing about improvements in the quality of education pupils are receiving. Staff are appreciative of leaders support for their workload and well being. Senior leaders provide staff with time to help them develop professionally. Governors benefit from additional training. The arrangements for safeguarding are effective. Leaders have created a culture of vigilance to help everyone keep pupils safe.Leaders provide high quality pastoral care to help pupils in school.There are appropriate checks on new staff joining the school. Governors monitor this carefully.

Leaders work with integrity to secure positive outcomes for pupils. The school’s curriculum is broad and ambitious. It aims to prepare pupils for their futures. The key drivers of aspiration, communication and knowledge about the world help to focus the work of the school and to keep expectations high. Staff support each other well, sharing their skills and expertise. This helps to create a supportive and friendly ethos. Consequently, pupils, including those with special educational needs and/or disabilities (SEND) achieve well, not just academically, but also in their personal development.

High expectations are set right from the start. A theme of respect ripples through school life. Pupils have positive attitudes and are tolerant. The well-structured curriculum means that learning is interesting. Consequently, pupils engage well and try hard. They feel secure at school and are confident that staff will help them to sort out any bullying or friendship issues, should they occur. Staff and pupils benefit from the clear-thinking, ambitious leadership team.

Governors support the school well. They work closely with school leaders and have an accurate view of the school’s strengths and areas to develop. The leadership team provides strong support for staff. Leaders create a curriculum that is ambitious and relevant. Learning in the different subjects is well thought out and interesting.

Pupils and staff at Woodside Primary School have strong, respectful relationships. Staff know pupils well. Pupils talk to staff if they have a problem because they know they will get support. Pupils understand the school values that teach the importance of respect for other people.  Staff have high expectations of pupils. Consistent routines ensure that the school is a calm and purposeful place. Pupils have positive attitudes and are keen to engage in learning. Pupils feel safe at school.

The curriculum is well sequenced across all year groups. The curriculum is underpinned by ‘golden threads’, such as diversity and vocabulary. These link to the school values and are woven through the curriculum. Leaders are passionate that pupils will experience a rich and detailed curriculum. They have high expectations of what pupils can achieve. Pupils rise to these expectations. This can be seen in the high-quality work that pupils produce. All pupils learn a broad and balanced curriculum.

Teachers adapt their teaching well to support pupils with special educational needs and/or disabilities (SEND). These pupils get the support that they need in order to progress through the curriculum. Teachers make sure that pupils in mixed-age classes learn age appropriate content.Teachers feel well supported. Governors and leaders take account of staff workload. Governors understand their roles and responsibilities well. They have a clear vision for the school.’