Finch Woods Academy

What Ofsted said

From the inspection on 10 March 2026

At Finch Woods Academy, each morning begins with a warm welcome that helps pupils feel settled and ready to learn. Staff take time to check how pupils are feeling and provide calm, sensitive support where needed. Many pupils benefit from therapeutic opportunities, including play therapy, art therapy and equine therapy, which help them settle and feel ready to learn. Relationships across the school are consistently positive. Pupils, all of whom have special educational needs and/or disabilities, speak confidently about the adults, who they trust and who help them feel safe. Classrooms are orderly and purposeful. Clear routines help pupils to understand what is expected of them. Pupils engage well with activities and respond positively to staff guidance. When pupils find things difficult, staff intervene promptly so they can return to learning with minimal disruption. Most pupils enjoy their learning and are proud of what they achieve. They talk enthusiastically about practical subjects such as art, food technology and vocational learning. Pupils who have previously been out of education, sometimes for long periods, now participate more regularly and take greater pride in their work. Pupils know that bullying is not accepted. They say staff sort out any worries quickly and fairly. Pupils can name the strategies they use to manage their emotions, and many describe the personal progress they have made, such as ‘learning to control my anger’ or ‘now having friends’. They value enrichment activities, including off-site visits, music therapy and outdoor experiences, which help them build friendships and explore new interests. Although attendance is improving from extremely low starting points, some pupils still miss too much school. This means they do not always gain the deeper knowledge they need over time. Leaders are working closely with pupils, families and external partners to address this. Overall, pupils feel safe, valued and increasingly successful. They appreciate the support they receive, the improvements made to the school environment and the many opportunities available to them.

What the school should improve

• Leaders should ensure that teachers identify and address any misconceptions that pupils may have so that they achieve as well as they should.
• Leaders should build on current strategies so that their actions lead to notable improvements in attendance and behaviour for all pupils and groups.

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