The Woodlands Academy

What Ofsted said

From the inspection on 6 March 2024

The Woodlands Academy aims for children to develop into confident, happy and positive young people. The school has developed curriculum pathways to meet pupils' special educational needs and/or disabilities (SEND). The curriculum is detailed. Parts of the curriculum match the ambitions of the national curriculum. However, it is not clear consistently how curriculum pathways work together as pupils progress through the school. The pupils who attend the school have a diverse range of SEND. All pupils have an education, health and care (EHC) plan. Leaders ensure all pupils are fully included in school life. Some pupils join the school with mixed experiences of, and attitudes towards, education. Some pupils have historic poor attendance. A minority are supported to attend the school using part-time timetables. Staff build strong relationships with pupils and ensure they are supported well. Most pupils feel safe in school. Staff reassure pupils when they are worried. Adults provide sensitive support when pupils need help to manage their emotions. This ensures the school is calm. Pupils learn how to keep themselves safe while working and playing online and in the community. Staff are alert to any safeguarding concerns that pupils face.

What the school should improve

• It is not consistently clear how curriculum pathways work together as pupils progress through the school. This makes teaching difficult. As a result, some teaching does not match the strongest across all pathways. The school should ensure curriculum pathways are clearer and better help teachers deliver learning.
• Some pupils are frequently absent. This includes pupils on part-time timetables. This limits their learning and negatively impacts on their academic progress. The school should work with parents, carers and external partners to ensure that pupils attend school regularly.
• Some pupils are supported to attend school through part-time timetables. These pupils miss important learning which negatively impacts on their academic progress. The school should carefully work to reduce the number of pupils who are placed on part-time timetables.
• Staff record their safeguarding actions in an electronic information management system. A minority of actions and follow-up activities are not detailed and not recorded promptly. This makes it difficult to track the support that staff provide to pupils and their families. The school should ensure that all records clearly detail the actions and follow-up activities that staff take to safeguard pupils.

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