Pinewood School

What Ofsted said

From the inspection on 12 May 2026

Pupils with special educational needs and/or disabilities rapidly build a sense of belonging at Pinewood. Positive relationships are woven through every aspect of school life. Pupils feel safe and well cared for in the school’s welcoming culture. They learn to stay safe out in the community, including through guidance from special visitors such as the police. Pupils build important life skills, for example, in travel training and cooking. They are excited to explain how outdoor learning encourages them to try new things, such as how to 'survive' in different situations. Pupils enjoy the range of activities on offer, including lunchtime chess club and rehearsing for a whole school performance. Pupils are interested to learn and proud of the things they know. Typically, effective strategies support their social and emotional wellbeing. While the curriculum is ambitious, some changes are still at an early stage. Pupils’ learning targets are often too broad to be easily measurable. This includes some of those linked to their education, health and care plans. As a result, adaptations to meet individual pupils’ needs are not yet precise enough to address gaps quickly enough. Pupils who could achieve more are not always moved on promptly. Pupils grow in confidence and build independence. They know that to learn well, they need to be in school. Most pupils attend regularly. Close working with families helps to remove barriers for those pupils who find it harder to come to school. Typically, pupils behave well. They play sociably together. Bullying is rare. Classrooms are calm spaces to learn. Pupils are taught strategies to manage their feelings. Effective help is on hand for those pupils who need extra support. Pupils build the knowledge and skills they need to prepare them for their next steps, including in speech, language, literacy and numeracy. They benefit from helpful information to guide their choices, for example, through visits to careers fairs and learning about college courses. Most gain places in further education when they leave school.

What the school should improve

• Leaders should secure assessment processes providing accurate starting points for pupils, ambitious end points and precise learning targets so that staff can accurately track pupils' progress.
• Leaders should improve the consistency and quality of teaching so that adaptations address gaps in pupils’ knowledge quickly and so that pupils are moved on promptly when they are ready to learn more.
• Leaders should continue to strengthen relationships with parents and carers so that they have a consistently clear understanding of the impact of the school’s work.

Read the full Ofsted report (opens in a new tab)