Pupils are making good progress at a Sheffield school – despite coming from low starting points, according to inspectors.
Woodthorpe Primary School has maintained its ‘good’ rating in all categories for the second consecutive inspection after a two-day check up.
Inspectors from government education watchdog Ofsted said standards in reading, writing and maths were found to be average by the time pupils left at the age of 11, while disadvantaged youngsters and those with special needs made good progress, because they were supported effectively.
Dave Smith, headteacher, said: “Woodthorpe is a good school. The community has worked really hard to provide the best start for all its children.
“We were particularly pleased the inspection team noted the positive attitudes, high expectations’ and the positive climate for learning.
“This reflects the commitment of the whole staff team and their belief that all our children can achieve well.
In their report, inspectors said children were making good progress in the early years department and were well prepared to start Year 1.
The quality of teaching was rated as good, with pupils enjoying engaging in activities that held their interest and at the same time inspired them to learn.
Children enjoyed school, felt they were safe and well looked after and their attendance had improved and was now close to average.
The youngsters’ positive attitudes and their good behaviour was making a strong contribution to their successful learning, the inspectors felt.
Staff at the Lewis Road school were praised for promoting the pupils’ spiritual, moral, social and cultural development well through a range of trips, music, art, sport and other activities.
It was felt pupils were being prepared effectively for life in modern Britain.
Senior school staff and governors were found to be committed to raising standards for all pupils, while improvements to teaching had led to standards rising steadily since the previous inspection.
Governors were found to be effective at holding the school to account for the achievement and safety of pupils, and they also had an accurate understanding of its strengths and the aspects that needed attention.
However, inspectors felt teaching was not always consistently challenging the most able pupils, and their progress was not always fast enough.
They said that attainment at Key Stage 1, particularly in writing and mathematics, although improving, was not rising as quickly as in Key Stage 2.
Marking did not always give pupils clear guidance about how to improve their work, and when comments were provided the children did not always respond.