Woodlands Academy

Highlights from Latest Inspection

What is it like to attend this school?

At Woodlands Academy pupils learn the 'Woodlands Way'. Pupils learn to make their time in school worthwhile. They learn to be ambitious and to build on their achievements.

The school is well-resourced. Facilities are bright and engaging. The building is designed to meet pupils' special educational needs and/or disabilities (SEND) well.

This school is typically calm and orderly. Caring staff expertly support pupils if they need help to manage their behaviour or emotions.

Leaders have significantly improved the culture of learning in the school.

They ensure that staff have high aspirations for pupils. Pupils experience a broad curriculum that matches t...he ambition of the national curriculum. It is thoughtfully adapted to meet individual pupils' needs.

The curriculum is being embedded. Reading is at its core. Pupils engage with learning well.

They learn a curriculum that prepares them with qualifications for life beyond school. Pupils receive effective support for their next steps in education or employment.

Pupils learn how to develop positive relationships with others.

They develop strong relationships with staff. Staff listen to their worries or concerns. Pupils know that staff will support them with learning.

This ensures that pupils are happy, feel safe and enjoy coming to this school.

What does the school do well and what does it need to do better?

Pupils learn a well sequenced curriculum that follows the national curriculum. It is carefully organised into stages.

These are designed to meet the differing needs of pupils. Staff typically explain new concepts and use questioning effectively. However, there are times when teachers do not confidently present information and check understanding well.

Reading is an important part of the curriculum. All pupils read in dedicated sessions during the school day. Phonics has been relaunched for younger pupils.

They receive effective personalised support. However, phonics support for older pupils who are late to develop their reading skills is not fully embedded. Some teachers of older pupils have not been trained to teach early reading.

To further support reading, the school has correctly identified the need to provide parents and carers with information about ways that they can support their child's reading at home.

Pupils are mostly settled in lessons. Staff and pupils relationships are positive.

Staff intervene swiftly and supportively if pupils lose focus. This ensures pupils' behaviour is well managed in and outside of lessons. The school has established clear behaviour routines and expectations of all pupils.

Pupils enjoy being recognised for their positive attitudes and behaviour. They are proud to attend this school. Leaders work creatively to promote regular attendance.

They have invested in additional staff to support pupils' regular attendance. However, despite many pupils being transported into school, some pupils do not attend school well.

The school's personal development offer has a clear focus on preparing pupils for 'life beyond Woodlands'.

Pupils have confidence in the school to support them in their post-16 routes. They develop knowledge of the protected characteristics and fundamental British values through 'Monday media' lessons. They learn about topical news stories through the use of an online news resource.

Pupils debate and develop an understanding of different cultures through focussed tutor periods and assemblies. The school supports pupils' next steps to adulthood and employment well. Pupils have regular opportunities to experience a range of external providers to support them with decisions about apprenticeships and technical qualifications.

Staff trust the school's leaders to support them in their roles. They value how leaders support their professional development. Staff receive weekly coaching conversations to develop their teaching and leadership practice.

Staff morale is high. Trustees and governors are kept informed of the school's improvements through frequent visits and monitoring. The CEO ensures that the school is well supported.

The school remains firmly in the trust's sights. It has invested in the school environment and curriculum. This ensures that the school is back on track.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not confidently present information and check understanding as well as they should. This means that there is variability in curriculum delivery in some subject areas.

The school should ensure all teaching is of a consistently high quality across the curriculum. ? Some staff have not been trained to support pupils' early reading skills. This means that some pupils may not develop their reading skills as quickly as they could.

The school should ensure that staff are upskilled to deliver the school's phonics programme confidently. The school should ensure that parents and carers have the information they need to help support their child's reading at home. ? Too many pupils do not attend school regularly.

This includes some pupils that receive transport to school. They miss important learning which negatively impacts their academic progress and personal development. The school should continue to work with pupils and their families to overcome any barriers to regular attendance.