Finch Woods Academy


Name Finch Woods Academy
Website http://finchwoodsacademy.co.uk/
Ofsted Inspection Rating Good
Inspection Date 20 June 2017
Address Bailey’s Lane, Halewood, Liverpool, Merseyside, L26 0TY
Phone Number 01512888930
Type Academy (special)
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 77 (87% boys 13% girls)
Academy Sponsor The Adelaide Academy Trust
Local Authority Knowsley
Percentage Free School Meals 60.3%
Percentage English is Not First Language 1.3%
Persisitent Absence 73.9%
Pupils with SEN Support 1.3%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

The school meets the requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Finch Woods Academy opened in September 2014 and is part of the Adelaide Academy Trust. All pupils have education, health and care plans or statements of special educational needs. The majority of pupils are of White British heritage. The proportion of pupils known to be eligible for the pupil premium is above the national average. The school receives a very small amount of Year 7 catch-up funding. The school makes use of three alternative providers. They are: Peregrinate, Motiv8 and Evolve. The headteacher and deputy headteacher have been confirmed in their appointments within the past four months, having been in acting capacities beforehand.

Summary of key findings for parents and pupils

This is a good school The newly appointed headteacher and deputy headteacher have moved the school forward rapidly. They have built upon the good foundations laid down by the previous headteacher since becoming an academy. Their drive and enthusiasm have led to this becoming a good school. Staff have worked well together to create a safe and enriching learning environment. They have established extremely positive relationships with pupils, so that they become increasingly self-confident in lessons. All groups of pupils, including those who are disadvantaged, make expected or better progress from their starting points. Pupils’ outcomes by the time they leave school are good. All pupils attain a range of accreditation, including at least one GCSE, before moving on to further education, employment or training. However, most-able pupils do not make the levels of progress of which they are capable in mathematics. Senior leaders check the quality of teaching, learning and assessment so that most teaching is at least good or better. The level of challenge in mathematics needs to be increased for some pupils, especially for the most able. Pupils’ attendance and behaviour have improved notably over the past two years. As a result, pupils’ engagement and attitudes in lessons are strengths. The spiritual, moral, social and cultural development of pupils is also a strength of the school. Governors have overseen a number of changes since the school became an academy, including the appointment of the headteacher and deputy headteacher. They have done this with care and efficiency. As a result, the school has good capacity to build upon its many strengths, including the partnership working established within the Adelaide Academy Trust.