Woodside Academy

What Ofsted said

From the inspection on 1 October 2024

Pupils and adults value being part of this happy and kind community. Warm relationships between staff and pupils reflect the school's values of respect, high expectations and resilience. Pupils are courteous to each other and to those visiting their school. They have a strong sense of equality and acceptance of others. They understand how to keep themselves safe from harm. There is a shared aim that all pupils, including those with special educational needs and/or disabilities (SEND), will be well prepared for their next steps in education. High expectations are in place for all pupils. The school has revised the curriculum in English, including reading, and mathematics. As a result, pupils currently in school are achieving well. However, these revisions did not have sufficient time to impact the outcomes of the previous cohort. Pupils are given opportunities to participate in a wide range of sports as part of the curriculum, for example kickboxing. After-school clubs, including sewing, running and arts and crafts, are well attended. Pupils are proud to take on positions of responsibility. They support others in their role as play buddies effectively. They model the school's expectations well and want to make a difference. As one pupil said, 'I really hope the positive dents we have made to the school will remain and keep the school growing in harmony.'

What the school should improve

• Some tasks given to pupils in lessons do not match the intended learning, and assessments do not routinely check that this knowledge is being secured over time. As a result, pupils do not learn the intended knowledge, and there are missed opportunities for teachers to check what pupils have remembered over time. The school should ensure that teachers plan learning tasks that carefully match what they want the pupils to know and carefully check that pupils have secured this learning.
• Historically, provision for some pupils with SEND has not been strong. As a result, these pupils' achievement and their behaviour have been a concern, and some parents have previously been unhappy with how their children with SEND have been supported. The recent improvements made, with ongoing support from the trust, should continue so that the systems and approaches that are now in place become firmly embedded.

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