Pupils enjoy coming to school. Attendance is good. Pupils get on well with each other and with the adults. Parents appreciate the care given to their children. They say, ‘The pastoral care and sense of community at the school is strong, and children are well looked after.’ Pupils believe in themselves. They talk about their learning and things that are important to them in a grown-up way. Pupils told inspectors at many different times about the importance of the environment. We saw this sense of duty in action as pupils ‘saved the worms’ during playtime. Pupils talk about being and feeling safe in school. They say that bullying is very rare. They are confident that adults deal with it if it does happen. Pupils can ask adults for help if they need it. They also said their friends help them too, saying, ‘We are one big family.’ Pupils have some understanding of risks in wider society. The new headteacher is making a real difference. In a short space of time, she has brought about many improvements but there still is more to be done. Leaders know what is working well and what needs to improve. They have clear plans in place to make this happen. Staff morale is high. Teachers say, ‘We have the drive to do more and to do it better. We are excited about the future.’ What does the school do well and what does it need to do better? Teaching in reading, writing and mathematics is not as good as it should be. In the past, leaders have not helped teachers to plan in a sequenced and structured way. As a result, pupils’ learning does not build on what they already know. Nor, does it make links about how it will help their future learning. This is beginning to improve. Since the headteacher joined the school in September 2019, clear progress can be seen. Work is already underway to sequence the curriculum, develop teachers’ subject knowledge and improve the learning for all pupils. Reception children settle well in school. Children feel safe and valued. Children enjoy time to learn and play in their own classroom and outside spaces. They also come together at times, such as worship, as part of the whole school. Reception children begin to learn phonics (letters and the sounds they represent) as soon as they start school. Staff help children to have the skills they need to begin early reading. However, adults do not always give the most able children in Reception enough chances to decide how much to write or how to show what they know about numbers. Most pupils learn to read well during key stage 1. Pupils who are falling behind and need the most help often work with adults who are not teachers. The support pupils receive out of class does not focus enough on their individual needs. In these sessions, pupils mess around and take too long to be ready to listen to the adult. This means that these pupils do not catch up quickly enough with their peers. Inspection report: Woodseaves CE Primary Academy 1–2 October 2019 2 Pupils in different classes have different experiences of hearing teachers reading stories to them. In the classes where teachers do, pupils enjoy this. Pupils in Years 5 and 6 told inspectors that their new teacher is inspiring them to read books by new authors and new texts. They enjoy the challenge of being, ‘The best we can be.’ Pupils show respect for teachers and behave well in lessons. Pupils access a wide range of subjects. Pupils learn through interesting topics such as Vikings, Romans and castles. In history, geography and science teachers plan links between lessons. This helps pupils to apply their earlier learning across different subjects. They know and remember more over time. Leaders use sport premium funding well. Both sports coaches and teachers deliver physical education (PE). Pupils learn how be healthy in body and mind and develop resilience to cope with setbacks. Pupils learn a range of sports. They also join in competitions, including archery, football and netball. Pupils told inspectors that they want to use the gymnastic equipment in the hall more often. Leaders ensure that support for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils is at the right level to help them to be successful in school. Leaders do not routinely check which pupils join in with afterschool clubs, so some may miss out on opportunities. Pupils do not fully understand differences between their own community and wider Britain. They listen to visiting speakers and go on a range of visits and trips. However, these experiences are not helping pupils to develop and deepen their understanding. For example, pupils told inspectors that everyone must give a donation to a charity. They were not aware that not everyone can afford to do this. Pupils are proud of their new leadership roles, including head boy and girl and being elected for school and eco-council.