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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 experie...nces 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 does the school do well and what does it need to do better?
Reading and communication are important aspects of the school's work.
Phonics is well embedded in the school. Staff are well trained. They support pupils skilfully to develop their phonics knowledge.
Some pupils learn to communicate effectively using assistive technology and picture symbols. Other pupils strengthen their communication skills by learning Makaton. This ensures pupils access curriculum pathways equally well.
Leaders have developed a detailed curriculum across all subject areas. It is further organised into curriculum pathways that that are designed to meet pupils' SEND and individual needs. This includes pupils' EHC plan targets.
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 consistently match the strongest teaching across all pathways.
Pupils move around the school calmly. Staff set clear expectations. They model positive behaviours well through a patient and friendly approach.
This ensures pupils feel secure. Most pupils respond appropriately. Some pupils are frequently absent.
The school has established systems and procedures to promote regular attendance. However, the school's approaches to reduce absence need further strengthening. Some pupils are supported to attend school with part-time timetables.
These are used for short periods of time for medical reasons and to build pupils' resilience. However, these pupils miss important learning.
Pupils' personal development is a strength of the school's work.
Pupils are well prepared for life outside of school. They learn how to keep themselves physically and mentally healthy. Pupils develop their talents and interests.
They sing and learn to play musical instruments. Some develop artistic skills and learn to dance. Pupils play netball at the England team facilities in Nottingham.
All activities are clearly mapped to ensure accessibility. Pupils contribute to the community productively. They run a market stall and support a foodbank.
Some pupils achieve the Duke of Edinburgh's award. Pupils' next steps to post-16 education, employment or training are prioritised. Careers guidance is carefully planned.
Pupils take part in work experience. This includes work with national and local employers.
Governors are passionate about the school.
They have successfully overseen the development of the school from a local authority school to standalone academy and more recently, to joining a specialist academy trust. Governance practices have strengthened since joining the multi-academy trust. They believe a team is better than the individual.
Trustees know the school well. They are kept up to date with the school's progress through detailed challenge reports, scrutiny visits and standards committee meetings. They have correctly identified what needs to improve further in the school.
Staff, including early career teachers, speak highly of leaders' support for their well-being and workload. They say leaders are responsive and accessible. As a result, staff morale is positive.
Safeguarding
The arrangements for safeguarding are effective.
The school has a positive culture of safeguarding. This extends to pupils who attend alternative education providers.
Since the last inspection, leaders have further developed their systems to record safeguarding actions. Safeguarding logs are typically precise and timely. However, a minority are less detailed and not recorded promptly.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• 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.
