New Woodlands School
phone: 020 83149911
headteacher: Mr D H Harper
46 pupils capacity: 20% full
10 boys 111%
Last updated: July 21, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- OSGB coordinates
- Easting: 539238, Northing: 171938
- GPS coordinates
- Latitude: 51.429, Longitude: 0.0014892
- Accepting pupils
- 5—14 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 19, 2014
- Region › Const. › Ward
- London › Lewisham East › Downham
- Urban > 10k - less sparse
- SEN priorities
- VI - Visual Impairment
- PMLD - Profound and Multiple Learning Difficulty~MLD - Moderate Learning Difficulty~SLD - Severe Learning Difficulty~ASD - Autistic Spectrum Disorder~MSI - Multi-Sensory Impairment~Delicate Medical Problems [archived]~PD - Physical Disability~SpLD - Specific Learning Difficulty~SLCN - Speech, language and Communication
- Special classes
- Has Special Classes
- Free school meals %
- Learning provider ref #
- New Woodlands PRU Co New Woodlands School BR15PD
- 0.1 miles Downderry Primary School BR15QL (505 pupils)
- 0.2 miles Bonus Pastor Catholic College BR15PZ (767 pupils)
- 0.3 miles Forster Park Primary School SE61PQ (493 pupils)
- 0.4 miles Rangefield Primary School BR14RP (462 pupils)
- 0.4 miles Good Shepherd RC School BR15EP (277 pupils)
- 0.5 miles Torridon Junior School SE61TG (392 pupils)
- 0.5 miles Torridon Infant School SE61TG (324 pupils)
- 0.5 miles Drumbeat School and ASD Service BR15LE (167 pupils)
- 0.6 miles Launcelot Primary School BR15EA (456 pupils)
- 0.6 miles St John Baptist Southend Church of England Primary School BR15RL (211 pupils)
- 0.6 miles Conisborough College SE62SE (847 pupils)
- 0.6 miles Malory School BR15EB
- 0.6 miles Pendragon School SE135HZ
- 0.6 miles Haberdashers' Aske's Knights Academy BR15EB (1505 pupils)
- 0.7 miles Merlin Primary School BR15LW
- 0.7 miles Burnt Ash Primary School BR14QX (428 pupils)
- 0.7 miles Burnt Ash Infant School BR14QX
- 0.9 miles Sandhurst Junior School SE61NW (326 pupils)
- 0.9 miles Sandhurst Infant and Nursery School SE61NW (364 pupils)
- 0.9 miles St Augustine's Catholic Primary School and Nursery SE63RD (242 pupils)
- 1 mile Cooper's Lane Primary School SE120LF (566 pupils)
- 1 mile Watergate School SE63WG (96 pupils)
- 1.1 mile Athelney Primary School SE63LD (510 pupils)
New Woodlands School
49 Shroffold Road, Lewisham, BR1 5PD
|Inspection dates||19–20 June 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher, senior team and governors |
Since the previous inspection, the school has
Within a short period of time from joining the
lead the school outstandingly well. They
make sure that both teaching and
achievement are of a consistently good
grown and taken on a wider role within the
local authority. It provides very well
organised and extremely effective learning for
school, pupils make good progress from their
starting points in developing their literacy,
numeracy and personal skills. This is because
leaders responsible for subjects make sure
that teaching is good in their areas.
| Pupils who are eligible for the pupil premium |
Pupils’ behaviour in lessons and around the
Parents and carers are extremely pleased with
The quality of teaching is good and makes a
make good progress because teachers and
teaching assistants make sure that they learn
well. This is also true of pupils from minority
ethnic groups, and those who speak English as
an additional language.
school is good. They feel safe in school, and
their attendance rapidly improves when they
begin life at this school.
the school’s work to keep their children happy
significant contribution to the progress of
pupils in the short time they are in the school.
| Teaching over time ensures pupils make good |
Teaching does not always provide hard
rather than outstanding progress overall.
enough activities for the most-able pupils.
| Pupils do not respond to, or make |
improvements to, their work following their
feedback and marking.
Information about this inspection
- Inspectors observed 22 lessons, 16 of which were jointly with the headteacher and assistant
headteachers. In addition, the inspection team made four shorter visits to lessons to focus on
the aspects of pupils’ spiritual, moral, social and cultural learning.
- Inspectors listened to pupils read in class and attended an assembly.
- Meetings were held with a group of pupils, the headteacher, subject leaders, members of the
governing body and a representative from the local authority.
- There were insufficient responses to the online Parent View questionnaire which provides
evidence on the opinions of parents and carers. However, inspectors took account of comments
from parent surveys carried out by the school, and spoke to the parent liaison worker.
- The inspection team observed the school’s work and looked at a number of documents,
including school improvement plans, data on pupils’ current progress, pupils’ written work, the
governing body minutes and records relating to behaviour, attendance and safeguarding.
|Janev Mehmet, Lead inspector||Additional Inspector|
|Cliff Mainey||Additional Inspector|
Information about this school
- New Woodlands is a special school for pupils between the ages of five and 14 who have social,
emotional and behavioural difficulties.
- The school provides a service for 84 mainstream schools in the local authority. They work with
pupils who are allocated to them from mainstream schools for short periods of time. New
Woodlands school works intensely with its pupils before reintegrating them back into
- The school also has an ‘outreach team’ of six teachers who work with a large number of pupils
with social, emotional and behavioural difficulties in their mainstream schools. This work ensures
that pupils improve their behaviour in their school instead of escalating the need for a special
- A large majority of pupils who attend the school are eligible for the pupil premium, which
provides additional funding for children in the care of the local authority and pupils known to be
eligible for free school meals. However, the school only receives a small percentage of this
funding for the few pupils who are on roll at New Woodlands. All other pupils are on the roll of a
mainstream school – and the funding allocated for those pupils is spent at that school.
- Most pupils are from Black African and Caribbean backgrounds. There are very few pupils who
speak English as an additional language.
What does the school need to do to improve further?
- Improve teaching from good to outstanding to enable pupils to make rapid progress by:
ensuring that all teachers provide the most-able pupils with more difficult work in lessons
ensuring teachers train pupils to take responsibility for improving their work following teacher
feedback and marking.
|The achievement of pupils||is good|
- The achievement of pupils and their progress from their starting points is good. This is because
pupils make good progress at a fast pace, in the relatively short space of time they are in the
- Pupils’ literacy and numeracy skills are promoted well across the school and are supported by
the effective teaching of reading, writing and mathematics.
- Pupils enjoy reading and are provided with opportunities to empathise with characters in stories
they read. For example, a group of Key Stage 3 pupils were jointly reading a book and were
encouraged to successfully empathise with the lead character’s thoughts and feelings.
- Pupils eligible for the pupil premium funding make good progress in both mathematics and
English, and do as well as others in the school.
- Pupils form Black African and Caribbean backgrounds make good progress , as do the few who
speak English as an additional language. The school’s work to promote equality of opportunity is
- Generally, the most-able pupils make good progress from their starting points because they are
provided with classwork and homework that is matched well to their abilities. However, this
practice is not yet consistent enough across the school, and, as a result, most-able pupils do not
always maximise their progress.
- Throughout the school, there is clear evidence of the progress being made by pupils because
their needs are known and understood, and they are supported to fulfil their potential. As a
result, pupils enjoy coming to school and being part of the school community.
- Pupils’ achievement is also reflected in their sporting opportunities. Pupils are encouraged to
develop their teamwork and communication skills through a rolling programme of team games
within school. They also represent the school in football and basketball competitions with other
schools. These opportunities help build pupils' health and physical development.
- Pupils take part in drama and theatre productions as well as making music and films. Through
these activities, they develop resilience and skills in planning and preparing media projects. Most
importantly, they improve their aspirations and attitudes for when they go back to mainstream
|The quality of teaching||is good|
- The quality of teaching is good because teachers provide pupils with positive opportunities for
learning. As a result, pupils respond well to learning and are keen to improve.
- Pupils develop their skills in reading and writing quickly because teachers encourage pupils to
think and work hard. For example, in a Year 9 literacy lesson, pupils were asked questions that
made them think about how they would express their opinions for or against capital punishment.
Their arguments for and against demonstrated a good development of their speaking and
- Pupils improve their skills in mathematics because teachers and classroom assistants develop
their skills to investigate mathematical problems. In a Year 1 lesson, for example, pupils
demonstrated their ability to problem solve by working and thinking on their own.
- Pupils regularly carry out tasks which are enjoyable and make them learn well. These tasks are
planned to help them deal with challenges they might face when working with others. For
example, pupils enjoyed and deepened their knowledge while they made pizzas in a food lesson.
They were keen to answer their teacher’s questions on the process that was being used. They
listened well and worked collaboratively.
- Teachers and their assistants understand how well pupils are doing. They regularly check the
progress of pupils to make sure each one reaches their potential. Pupils receive clear feedback in
their books on how well they have achieved their targets.
- Teachers mark pupils’ books regularly and provide useful guidance. Pupils have a good
understanding of what they have done well. However, they do not always know how to follow
up on advice provided in their books.
- Most-able pupils are often provided with tasks that are more difficult than other pupils’ work.
However, this this practice is inconsistent, and in a few classes, the most-able pupils find the
work too easy.
- Children in Year 1 classes arrive with little knowledge of how to recognise their letters and
sounds. The teaching of language, literacy and communication skills is of good quality and
ensures that children are learning to sound out letters confidently. The school deals extremely
well with the constant turnover of new pupils and has systems in place for assessing reading
levels and accelerating progress as quickly as possible.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. This is because the school’s environment and positive
relationships encourage pupils to behave well. On arrival, pupils have difficulties with their social
and emotional behaviour, but many make rapid improvements.
- Pupils were courteous and welcoming to the inspection team and other adults. Their behaviour
around the school, at play times and in the lunch hall, was generally good.
- Pupils’ attitudes to learning are positive. In their lessons, pupils listen well to instructions and
complete their work to the best of their ability. They are calm and very well behaved. They do
not yet take enough responsibility for improving their own work following marking.
- Pupils contribute positively to their school through programmes that encourage gardening and
collective fundraising. They work collaboratively in their ‘Interhouse teams’ and demonstrate
collaboration and respect for each other.
- The school’s work to ensure the safety of pupils is good.
- Relationships between pupils, their peers and their teachers are generally positive. Pupils feel
very safe in school and are confident when talking about their school and their teachers. Pupils
say there is hardly any bullying at their school. They have a good understanding of how to keep
themselves safe, and they understand potential internet dangers.
- Pupils are keen to attend school and arrive promptly to lessons. Although attendance is below
the national average for individuals, it rises very quickly from the time they join the school. This
is because of the diligent work by senior leaders and the parent liaison workers to improve
attendance and maintain good levels of punctuality.
|The leadership and management||are outstanding|
- The headteacher leads the school exceptionally well and makes sure that all leaders and
managers contribute effectively to meeting the needs of its pupils. There is a relentless focus on
helping pupils to maximise their full potential.
- Since the previous inspection, the school has grown and taken on a much wider role within the
local authority. It provides very well organised and extremely well-matched experiences for
pupils. As a result, the school makes a significant difference to the achievement and well-being
of pupils both at the school and more widely.
- Leadership and management reinforce high expectations for all staff and pupils. They ensure
that teaching is of good quality and achievement is least good. Leaders model and maintain a
calm and positive working ethos throughout the school.
- Middle leaders work together very successfully, and at a fast pace, to ensure that consistently
good-quality learning and progress of all pupils are the school’s core purpose. Improvement
planning is detailed and focused sharply on the school’s key priorities. Systems for tracking
pupils’ progress are meticulous and lead to teachers supporting pupils’ achievement extremely
- Every six weeks, leaders and managers check the progress made by pupils and organise parent
discussions to set more targets. This process is highly well organised and involves parents and
carers to support the individual needs of their child.
- Pupil premium funding is allocated effectively. For example, funding is used to support pupils’
speech and language development. Pupils improve their social and communication skills
extremely well from their starting points as well making consistently good progress in lessons.
- The curriculum is well planned and organised by all teachers. Middle leaders work collaboratively
with mainstream schools to maintain continuity of the subjects that pupils study. Subjects and
activities offered take full account of pupils’ specific needs to enjoy and achieve. Pupils deepen
their knowledge through activities that develop teamwork and an understanding of the world.
- The school very successfully ensures that all elements of pupils’ spiritual, moral, social and
cultural learning are embedded across the school. Pupils constantly reflect on their successes as
a school community and effectively develop their understanding of society locally and nationally.
They learn about other religions and countries as well as studying art from around the world.
Assemblies are focused on celebrating and praising each other’s progress.
- The school works exceptionally well with the wider community through its outreach work. It
provides training and expertise for teachers across the local authority as well as working directly
with pupils who have specific behavioural needs. The outreach work strengthens the school’s
own practice because it ensures consistency and shares good practice with its teachers.
Consequently, there is a 96% success rate of pupils across the borough remaining in mainstream
schools as a result of the work done by the outreach team.
- Safeguarding practices meet the statutory requirements.
- The local authority provides appropriate light-touch support for the school. It endorses
partnership working with other schools to ensure pupils with social, emotional and behaviour
difficulties get the best opportunities to make progress and remain in school.
- The governance of the school:
The governing body supports and challenges the headteacher and his team extremely well, and
ensures that teaching and achievement are of a good quality. The Chair of the Governing Body
holds senior leaders to account through regular meetings and challenging questions. All governors
develop their skills through regular training. They visit the school regularly to keep up to date with
developments. They build good rapport with parents and carers, and celebrate pupils’ successes.
Governors visit lessons and familiarise themselves with the work of teachers and pupils. They have
an excellent understanding of the school’s data and use this to question the progress of teaching.
They ensure that teachers are suitably rewarded for good performance related to the quality of
their teaching and pupils’ achievement. Governors allocate pupil premium funding in the best
interests of the pupils concerned. Consequently, these pupils make good progress from their
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||100763|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Special|
|Age range of pupils||5–14|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||118|
|Appropriate authority||The governing body|
|Date of previous school inspection||5 June 2009|
|Telephone number||020 8314 9911|
|Fax number||020 8314 3475|