Woodland Primary School

Woodland Primary School is a caring, inclusive school where pupils feel safe and well supported. Inspectors found effective safeguarding, calm and purposeful behaviour, improving attendance, a broad and ambitious curriculum, and strong early years provision. The school is part of the Humber Education Trust and has experienced significant leadership changes since its last inspection. It serves a community with well-above-average deprivation and free school meals, and above-average levels of SEN support, which provides important context for its work. Leaders have a clear vision and are focused on inclusion. Pastoral support is a notable strength, and disadvantaged pupils generally achieve well compared with disadvantaged pupils nationally. Pupils benefit from a wide range of enrichment activities, trips and leadership roles, and staff feel well supported by leaders. There are still areas to improve. Some older pupils' handwriting is not yet fluent, and errors in letter formation affect the quality of their written work. Pupils' understanding of fundamental British values and world religions is less secure, so they are not as well prepared for life in modern Britain as they could be. Reading outcomes have also been below national averages in recent years, although the school's overall performance remains broadly in line with expectations.

Strengths

• Safeguarding arrangements are effective and pupils feel safe.
• Pupils behave well and show positive attitudes to learning.
• Leaders prioritise attendance and persistent absence has reduced.
• The curriculum is broad, ambitious and well sequenced.
• Teachers adapt learning well for pupils with SEND and other barriers.
• Early years provision is well planned and prepares children well for Year 1.
• Inclusion is strong, with effective support and a nurturing ‘nest’ provision.
• Pastoral support is highly successful and pupils know where to turn for help.
• Disadvantaged pupils achieve well compared with disadvantaged pupils nationally.
• Leaders, governors and trustees provide clear vision and effective support and challenge.
• Pupils benefit from a wide range of enrichment, trips and leadership opportunities.
• Staff feel well supported and value professional development.

Areas for Improvement

• Some older pupils' handwriting is not fluent, and letter formation errors remain.
• Pupils' understanding of fundamental British values and world religions is less secure.
• Reading outcomes have been below national averages in recent years.
• Recent actions to improve older pupils' handwriting have not yet had full impact.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Woodland Primary School attended 94.5% of sessions (the national figure for primary schools was 94.8%). 13.8% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 4.2% of pupils at Woodland Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Woodland Primary School had 16.2 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 6.8% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 19.9% of pupils at Woodland Primary School were on SEN support (nationally 15.4%) and 5.2% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Woodland Primary School received £8,167 and spent £8,175 for each of its 190 pupils. It ended the year with reserves of £208,000 (£1,097 per pupil).

Across all 17 schools of Humber Education Trust, income was £9,935 and spending £9,655 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Kingston-Upon-Hull · Kingston upon Hull, City of local authority: places and applications

Woodland Primary School is part of Humber Education Trust, which runs 17 schools. The nearest others:

• Maybury Primary School Hull
• Neasden Primary School Hull
• Tweendykes School Hull
• Clifton Primary School Hull
• Adelaide Primary School Hull
• St Nicholas Primary School Kingston-Upon-Hull
• Bude Park Primary School Hull
• Parkstone Primary School Hull
• Highlands Primary School Hull
• Frederick Holmes School Hull

What is Woodland Primary School's Ofsted rating?

The latest Ofsted rating for Woodland Primary School is Expected standard, from an inspection in October 2026.

When was Woodland Primary School last inspected by Ofsted?

Woodland Primary School was last inspected in October 2026.

How many pupils does Woodland Primary School have?

Woodland Primary School has 191 pupils on roll.

What age range does Woodland Primary School cover?

Woodland Primary School for pupils aged 3 to 11.

What are Woodland Primary School's SATs (KS2) results?

In 2025, 58% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Woodland Primary School?

Woodland Primary School is at Flinton Grove, Preston Road, Kingston-upon-Hull, HU9 5SN.