Woodlands Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The strong leadership of the head of school supported by the executive headteacher has created a clear vision and direction in driving the school forward.

Staff share their strong commitment to providing a high-quality education for all pupils in their care. The governing body provides effective support and challenge to the school. Governors have the capacity and are committed to ensuring that the school continues to improve.

Senior leaders regularly make rigorous checks on the quality of teaching and learning to ensure that pupils' interest is engaged and lessons are stimulating. This has led to consistently good and improving teaching. ...Disadvantaged pupils, and those from minority ethnic backgrounds, achieve as well as, and sometimes better than, other pupils.

Pupils' personal development, behaviour and welfare are good. They have very positive attitudes to learning and show great consideration for each other and staff. The range of subjects provides good opportunities for pupils' personal and academic development in all key stages.

Older pupils are well prepared to take the next steps to college by gaining valuable skills from work experience placements. Pupils feel safe and understand how to keep themselves safe. Safeguarding arrangements are very effective.

It is not yet an outstanding school because : Some subject leaders are new to their roles and as yet it is too soon to judge the impact of their initiatives to improve the quality of teaching and pupils' outcomes. Pupils do not always receive the effective advice on improving their work that is prescribed in the school's marking policy. Not all teachers plan learning activities which take into account the speech, language and communication difficulties which challenge some pupils, in particular those who have recently joined the school.

Information about this school

This is a special school for pupils who have moderate learning difficulties; social, emotional and behavioural difficulties and autistic spectrum disorders. A small number of pupils have severe learning difficulties. Since September 2015, a growing number of pupils with complex needs including speech, language and communication difficulties and medical issues have joined the school.

The school population has increased by 19 pupils this academic year. There are plans for more pupils to be admitted shortly. The increase has mostly been at Key Stage 3 and primary, where the number of classes has increased to five.

The school now has similar numbers of pupils and class groups in both primary and secondary, with the higher level of need being in the younger groups. Pupils are taught in mixed-aged classes. The youngest pupil at the time of the inspection was in the Reception class but had only been in school for a week, having been very recently and unexpectedly referred to the school.

The proportion of pupils known to be eligible for additional government funding, known as the pupil premium, is well above average. All pupils have either a statement of special educational needs or an education, health and care plan. Pupils attend the school from across the city of Nottingham.

The majority of pupils are from White British communities. The school is part of the Westbury Woodlands Federation. There is a single governing body for Westbury School and Woodlands School.

The executive headteacher, who is a national leader of education, provides excellent leadership to the school and works closely with the head of school and her senior team. The school is a member of the Transform Teaching School Alliance. Pupils in Years 10 and 11 are given a variety of opportunities to undertake different courses, including work experience, and one pupil attends the Nisai Hub alternative provision.

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