Woodlands Secondary School

Name Woodlands Secondary School
Website http://www.woodlands.luton.sch.uk
Ofsted Inspection Rating Outstanding
Inspection Date 02 November 2016
Address Northwell Drive, Luton, LU3 3SP
Phone Number 01582572880
Type Special
Age Range 11-18
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 259 (65% boys 35% girls)
Local Authority Luton
Percentage Free School Meals 30.9%
Percentage English is Not First Language 56.4%
Persisitent Absence 37.2%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

The school meets the Department for Education’s requirements on the publication of specified information on its website. The school caters for pupils with severe or profound and multiple learning difficulties. Many pupils have autistic spectrum disorders. A growing proportion of pupils have complex mental health issues. All pupils have a statement of special educational needs, or an education, health and care plan. The proportion of pupils from minority ethnic backgrounds, mostly Asian or Black African, is above average. The proportion of disadvantaged pupils eligible for the pupil premium is above average.

Summary of key findings for parents and pupils

This is an outstanding school Exceptional leadership ensures that the school’s aim to educate, motivate and celebrate the achievements of pupils in preparation for life beyond school is fully met. Outstanding teaching and high-quality care enable pupils with the most profound learning and health difficulties to make exceptional progress. The highly effective curriculum is enriched by a daily diet of activities and experiences that helps pupils to acquire skills for everyday living, and become increasingly independent. Teachers and support staff work as a team to plan learning suited to each pupil’s needs. They know pupils very well. They are adept at engaging and motivating them to learn. Literacy and numeracy skills are developed well through real-life tasks requiring pupils to interact with each other, with staff and other adults in the local community. High-quality specialist facilities and well-trained staff ensure that pupils with the most complex needs receive the therapies and support listed in their education, health and care plans. Behaviour in and out of lessons is managed exceptionally well. The school is a safe, caring and nurturing environment. Pupils told inspectors that they really enjoy coming to school and feel that staff and pupils ‘work together as a family’. Wider assessments of how pupils achieve, and become less reliant on the support of adults, are providing a clearer picture of their overall progress. These procedures are not fully established. Staff foster excellent relations with parents and carers. Those who shared their views with inspectors praised the school and its staff. Almost all pupils move from Year 11 into the school’s further education department. By the time they leave Year 13, all of them achieve basic qualifications in life and living skills. Strong partnerships ensure that pupils and their parents receive excellent guidance and support about the next stage of their child’s training, care and support. Governors oversee the school’s strategic development and manage its finances effectively. Some aspects of the school’s improvement plan lack measurable targets to help them monitor how effectively improvements are being made.