Woodlands Academy

Name Woodlands Academy
Website http://woodlandsacademybristol.com
Ofsted Inspection Rating Requires improvement
Address Whittock Road, Stockwood, Bristol, BS14 8DQ
Phone Number 01173533506
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 209 (49.3% boys 50.7% girls)
Number of Pupils per Teacher 17.4
Academy Sponsor Waycroft Multi Academy Trust
Local Authority Bristol, City of
Percentage Free School Meals 34.4%
Percentage English is Not First Language 13.5%
Persisitent Absence 20.5%
Pupils with SEN Support 10.1%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (18 September 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

Woodlands Academy was converted to a sponsor-led academy in the Waycroft Academy Trust in October 2015. In 2017, a new chief executive officer, who is also the executive headteacher, took up her role. The current executive headteacher is the third chief executive officer since the school joined the academy trust. The head of school has been in post throughout the life of the academy. The school is a little smaller than an average-sized school. Most pupils are from a White British background. The proportion of pupils who are disadvantaged and are supported through the pupil premium is much higher than average. The proportion of pupils who have SEN and/or disabilities is similar to the national average. The proportion of pupils with an education, health and care plan is lower than the national average. Most children begin school in the Nursery class and others join in the Reception class. The Nursery offers children either half-day sessions or whole days over half the week. Over time, pupil numbers fell. Pupil numbers have now increased, and the majority of classes are currently full. However, numbers in current Years 5 and 6 are low. All pupils are taught in single-age classes. The school operates a breakfast club.

Summary of key findings for parents and pupils

This is a school that requires improvement The quality of teaching is not consistently good. The multi-academy trust has not been consistent in developing teaching and leadership in the school. Over the past year, the new executive headteacher has built the capacity of leaders to rapidly improve teaching. However, teaching remains too variable. Pupils, including those who are disadvantaged, do not make consistently good progress. Not all teachers plan and set tasks that interest pupils or are well matched to their needs. Some teachers do not adapt learning activities quickly enough when pupils are not able to tackle the work. Teachers are not yet sufficiently deepening pupils’ knowledge of mathematics. This limits the most able pupils from attaining the higher standards which they are capable of reaching. Pupils are not developing the scientific enquiry skills expected for their age. The planned curriculum for reading is not effective in helping pupils to gain the expected skills for their age. Over time, leaders, including subject leaders, have not checked teaching sharply enough to bring about secure improvement. Children in early years, particularly the most able, are not challenged sufficiently. They do not make consistently good progress. The school has the following strengths Current leaders, including governors, now know where the school needs to improve. Their plans to tackle weaknesses are sharp and the pace of improvement is accelerating. Standards in the Year 1 phonics screening check have improved and are in line with the national average. The teaching of writing is effective. Pupils make good progress in developing their writing skills. Pupils behave well. They are eager learners and take pride in their work. Leaders have established a culture whereby all staff are vigilant in securing pupils’ safety. Parents and carers hold the school and the head of school in high regard for the improvements she has made. Pupils who have special educational needs (SEN) and/or disabilities make good progress.