Woodlands Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher and other leaders are ambitious and know what to do to make the school even better.

Leadership and management at all levels are having a positive impact on the curriculum, teaching and the pupils' outcomes. As a result, the school is improving rapidly. Teaching, learning and assessment are effective.

Teachers form good relationships with the pupils, provide interesting activities and manage behaviour well. Pupils' personal development, behaviour and welfare are good. Pupils are respectful, keen to learn and take responsibility well.

Pupils feel safe at school and know how to stay safe. Pupils' outcomes are good. P...upils make good progress from their differing starting points, including in reading, writing and mathematics.

Children settle quickly into the early years and make good progress. Most activities are well planned and inviting. Occasionally, tasks are not purposeful and do not extend learning.

Children in the Nursery and Reception classes are not consistently expected to form their letters correctly when they are writing. Across the school, there are occasions when time is wasted because the time needed for a task is misjudged or the activity does not promote good learning. Geography is not taught as well as other subjects.

As a result, pupils do not have good skills and knowledge in this subject.

Information about this school

The school is smaller than an average-sized primary school. It converted to academy status in September 2016 and is sponsored by The Grand Union Multi-Academy Trust.

The trust has oversight of one primary school and one secondary school in the area. Woodlands Academy is managed by a local governing body on behalf of the academy trust. The proportion of disadvantaged pupils is well above the national average.

The proportion of pupils with SEND is also well above that found nationally. The school serves a diverse community, with pupils coming from a variety of different backgrounds. The proportion of pupils who speak English as an additional language is well above average.

Most of the pupils at the early stage of speaking English are in the early years. A higher proportion of pupils than that found nationally join or leave the school at times other than the start of the academic year. The school runs a breakfast and after-school club for its pupils.

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