Woodside School

What Ofsted said

From the inspection on 24 March 2026

The school is a positive place to be, built on mutually respectful relationships and trust between adults and pupils. The school caters effectively for pupils who may face a range of barriers to learning and who may have extensive gaps in their education when they join. The school offers a bespoke educational experience that is matched to each pupil's special educational needs and/or disabilities (SEND). The school ensures that pupils make a positive start when they join the school so that they quickly feel happy and safe. They are successful here, growing in confidence and developing skills for independent life. Pupils learn from a broad curriculum that includes a secure foundation in English and mathematics. Project work and workshops enable pupils to explore a suitable range of other subjects. The curriculum is adapted at all times to meet the needs and individual interests of each pupil. Pupils' personal development is also tailored to the individual. Pupils learn a taught curriculum of personal, social and health education (PSHE) and also benefit from more informal discussions with staff in response to their experiences and questions they have. The curriculum supports pupils to understand the importance of respect and tolerance for others. Pupils learn how to identify and manage their emotions. Over time, this helps to improve behaviour and develop social skills. The curriculum is supplemented by a range of carefully chosen activities including educational visits, physical activities and careers opportunities. These are carefully matched to the interests and aspirations of each pupil. Leaders prioritise spending time outside each day. Pupils take part in activities that help foster their independence. They learn skills such as managing money, purchasing items and cooking. This curriculum helps pupils build employability skills such as those needed for job interviews and writing a CV.

What the school should improve

• Leaders should ensure that systems used to measure the progress of pupils, including in their personal development, remain effective when pupil numbers increase.
• Leaders should ensure that the tailored approach to pupils’ personal development, including careers provision and the fostering of pupils' talents and interests, are sustainable as the number of pupils on the school roll grows.
• The proprietor and governors should develop clear systems of accountability to ensure that robust challenge is maintained as the school grows to ensure that the independent school standards continue to be met.
• Leaders should develop a wider culture of learning and professional development for all staff that is precisely matched to whole-school priorities for improvement.

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