AN Ellesmere Port school is celebrating another successful Ofsted monitoring report.

Woodland Primary School in Great Sutton was visited by Ofsted on May 5.

After considering the evidence, inspector Simon Hunter stated in his report: "The leaders and those responsible for governance are taking effective action in order for the school to become a good school."

The latest verdict comes after the Eddisbury Road school was the subject of a "remote monitoring inspection" back on February 3 and 4.

Following that inspection, Ofsted stated that – taking into account the impact of the ongoing Covid-19 pandemic – the school was "taking effective action to provide education in the current circumstances".

The school's last full inspection took place in April 2019 when it was rated overall as "requires improvement", although areas such effectiveness of leadership and management and personal development, behaviour and welfare were ranked as "good".

Headteacher Victoria Carr took over as head of Woodlands just over two and a half years ago at a time when the school was struggling and in financial difficulty.

Since then school have recovered the deficit and moreover invested in new and inclusive facilities.

Back in March we reported that the school had welcomed its newest recruit – an adorable Labrador puppy called Gus.

The exciting four-legged addition, who lives with Dr Carr, was brought in to help boost the health and wellbeing of pupils and staff.

Highlighting a number of positive measures implemented by the school, the latest Oftsed monitoring report states: "One of the first improvements you undertook was developing the role of subject leaders.

"They are now playing a more influential role in developing the curriculum. You and other senior leaders have supported their development well.

"This has enabled them to understand the strengths and areas for development in their subjects. They evaluate the effectiveness of any initiatives precisely and accurately.

"This has made a positive contribution to the improvements in the curriculum, especially in English and mathematics."

It adds: "In your work to improve the curriculum, you have paid close attention to the needs of all pupils. For example, pupils with special educational needs and/or disabilities (SEND) are supported to access the same curriculum as other pupils.

"Their needs have been also considered when designing the curriculum. Governors meet regularly with subject leaders to discuss improvements in different subjects.

"This enables governors to offer effective support and challenge. Governors meet regularly with senior leaders to evaluate the progress of agreed actions, especially in regard to the quality of education.

"This supports governors in having a stronger understanding of the school’s strengths and areas for further improvement. Staff feel valued and well supported by leaders.

"They particularly appreciate the consideration of their well-being by leaders. They also value the time given to check the effectiveness of new initiatives in improving the quality of education at the school."

In terms of further action, the report states that the school should ensure that staff have the necessary subject-specific knowledge to deliver the new curriculum effectively so that pupils gain long-term knowledge and skills in their learning.