phone: 01675 463590
head teacher: Mr Iain Paterson
132 pupils capacity: 125% full
120 boys 73%
45 girls 27%
Last updated: June 20, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- Open date
- April 1, 2006
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 420259, Northing: 287704
- GPS coordinates
- Latitude: 52.487, Longitude: -1.7031
- Accepting pupils
- 2—19 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 26, 2013
- Region › Const. › Ward
- West Midlands › North Warwickshire › Coleshill South
- Urban > 10k - less sparse
- SEN priorities
- PMLD - Profound and Multiple Learning Difficulty~MLD - Moderate Learning Difficulty~SLD - Severe Learning Difficulty~ASD - Autistic Spectrum Disorder~MSI - Multi-Sensory Impairment~PD - Physical Disability~VI - Visual Impairment~SpLD - Specific Learning Difficulty~HI - Hearing Impairment~Other
- Special classes
- Has Special Classes
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- Blythe School B463JE
- Coleshill CofE Middle School B463JE
- 0.2 miles The Coleshill School B463EX
- 0.2 miles The Coleshill School B463EX (745 pupils)
- 0.4 miles St Edward's Catholic Primary School B463JE (205 pupils)
- 0.5 miles Coleshill CofE Primary School B463LL (311 pupils)
- 0.5 miles Coleshill CofE First School B463LL
- 1.1 mile Windy Arbor Primary School B376RN (351 pupils)
- 1.1 mile Simon Digby School B376UG
- 1.1 mile Windy Arbor B376RN
- 1.2 mile Bishop Wilson Church of England Primary School B377TR (436 pupils)
- 1.2 mile St Patrick's Catholic Primary School B377UU
- 1.4 mile Coleshill Heath School B377JT (470 pupils)
- 1.4 mile High Meadow Infant School B461ES (89 pupils)
- 1.4 mile Coleshill Heath Infant School B377JT
- 1.7 mile Alcott Hall Junior and Infant School B377PY
- 1.7 mile Woodlands Junior and Infant School B360NF
- 1.7 mile The City Technology College B376NZ
- 1.8 mile Fordbridge Nursery and Infant School B376BX
- 1.9 mile Kingshurst Infant School B376BJ
- 1.9 mile St Anne's Catholic Primary School B375DP (466 pupils)
- 1.9 mile St John the Baptist Catholic Primary School B360QE (219 pupils)
- 1.9 mile Smith's Wood Sports College B360UE (1202 pupils)
- 1.9 mile Kingshurst School B376NU
Packington Lane, Coleshill, Birmingham, B46 3JE
|Inspection dates||26–27 February 2013|
|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||Good||2|
Summary of key findings for parents and pupils
This is a good school
It is not yet an outstanding school because
| The vast majority of pupils, including those |
Children in the Nursery make excellent
The achievements of pupils in the sixth form
Mostly good teaching means that pupils make
Behaviour is good. Pupils are safe and secure
with additional special educational needs,
achieve well. Progress in communication, and
literacy, including matching letters and
sounds, is good.
progress achieving very well in each area of
have improved. They achieve well and have
effective opportunities to develop vocational
at least good progress in their activities.
Learning usually moves at a good pace and
communication aids are used well to give
pupils a voice.
| Pupils benefit from exciting learning |
The vast majority of parents are rightly pleased
Pupils are well cared for. Good quality
Through regular monitoring and efficient
The headteacher has a clear vision and is
experiences and there are many additional
visits that engage them well.
with their child’s education.
therapies contribute well to their health, well-
being and learning.
planning, the governing body makes sure that
money is spent well for the benefit of all
groups of pupils, including those who are
known to be eligible for additional funding.
strongly supported by the senior leaders. There
is an effective focus on improving the
performance of staff through regular high
| Not enough teaching is outstanding. Teachers |
do not always plan tasks and resources that
fully meet the needs and abilities of all pupils
in the class.
| There are too few opportunities, particularly at |
lunchtimes, for pupils in wheelchairs to choose
to go outside with other pupils.
|Inspection report:||Woodlands, 26–27 February 2013||2 of 10|
Information about this inspection
- The inspectors observed 13 lessons, most of them jointly with senior leaders. In addition the
inspector made a few short visits to different sessions to observe pupils’ activities.
- Meetings were held with the headteacher, senior leaders, the school council and the Chair of the
Governing Body. An inspector also had a telephone conversation with a local authority
- The inspectors observed the school’s work, and looked at a range of documents, including the
school’s own information about pupils’ progress, planning and monitoring information,
safeguarding procedures and pupils’ books and files of work.
- Inspectors took account of the 12 responses to the online survey (Parent View) and spoke to
three parents by telephone. Questionnaires were received from 53 staff members.
|Denise Morris, Lead inspector||Additional Inspector|
|Peter Lawley||Additional Inspector|
|Inspection report:||Woodlands, 26–27 February 2013||3 of 10|
Information about this school
- Woodlands is a school for pupils with moderate, severe or profound and multiple learning
difficulties. About half of pupils have additional special educational needs including autism
spectrum disorders or physical impairments.
- The proportion of pupils known to be eligible for the pupil premium (additional funding for pupils
known to be eligible for free school meals, looked-after children and pupils with a parent in the
armed forces) is above average.
- The proportion of pupils from minority ethnic backgrounds is below average and most speak
English at home.
- The school has grown since the last inspection. It has a wide catchment area and the vast
majority of pupils travel to school by bus or taxi.
- No alternative offsite provision in used by the school. A small proportion of pupils have
opportunities to integrate into mainstream schools for short sessions each week supported by
- A few teachers in the sixth form are from the local college. They attend to teach specific
- The school has integrated provision to provide for pupils’ educational, health and physical care
needs. This includes on-site physiotherapy, speech therapy and hydrotherapy.
What does the school need to do to improve further?
- Improve the proportion of outstanding teaching across the school by:
ensuring that teachers plan tasks to meet the individual needs of each pupil
make better use of resources that match pupils’ abilities.
- Work closely with pupils who are wheelchair users, and their parents, to devise more exciting
and relevant opportunities during the lunch break, including outdoor activities.
|Inspection report:||Woodlands, 26–27 February 2013||4 of 10|
|The achievement of pupils||is good|
- All groups of pupils, including those with additional special needs as well as those who speak
English as an additional language, achieve well during their time at Woodlands. As a result they
make good progress, achieving particularly well in communication and literacy because of the
high focus placed on this area.
- The high emphasis on improving pupils’ personal development, self esteem and confidence is
evident in the way pupils are encouraged to make decisions and choices about their activities.
They regularly respond to questions, offer opinions and get involved in charity fund-raising
- The children in the Nursery benefit from very high quality provision which helps them to make
rapid and sustained progress from the moment they start school. This was evident as they
eagerly developed early literacy and numeracy skills as the counted ‘how many children’ and
looked for their own names. They made choices, played with high quality toys and resources,
shared books with adults and followed instructions extremely well.
- Younger pupils make good progress in recognising initial sounds in words. They join in eagerly
with linking letters and sounds, giving them a good understanding of early reading and writing.
They show that they can recognise their own initial letters, and often those of other pupils.
- Older students used their voices or their communication aids very well to talk to an inspector
about their school. They said that they really enjoy school and think that they are doing well.
They explained proudly how they attain Entry Level qualifications in Year 11. The oldest students
in the sixth form benefit from very good facilities and opportunities to develop their vocational
skills. They are well prepared for their futures as they learn to use local facilities, shop within a
budget and cook their own meals.
- Just occasionally learning dips in a very few classes because there are too few planned tasks or
resources to meet the range of needs and abilities. At such times pupils often sit for too long
listening to the teacher and do not do enough work in the time allowed.
- Pupils known to be eligible for the pupil premium achieve well because of their full inclusion and
additional staffing which helps them to succeed. As a result, pupils known to be eligible for free
school meals make the same good progress as other pupils within the school.
- The majority of parents are rightly pleased with their children’s progress. ‘My son is receiving a
fantastic experience at Woodlands, and he has consequently made good progress,’ commented
|The quality of teaching||is good|
- Good teaching is evident across the school. In the best lessons, teachers provide relevant tasks
and exciting and appropriate resources that engage pupils, help to move them to their next
steps and keep their interest. This was particularly evident in Years 7 to 9 where excellent
teaching and high quality activities and resources resulted in outstanding achievement in
literacy. Different planning for pupils of differing abilities in these classes was excellent enabling
all groups of pupils to modify their play script.
|Inspection report:||Woodlands School, 26–27 February 2013||5 of 10|
- Tasks are almost always well planned and organised. The vast majority of teachers have high
expectations and challenge pupils to do more work and to improve. Just occasionally too little
work and too few resources are planned to meet each pupils’ individual needs and abilities. At
these times pupils sit and watch for too long, and do not have opportunities to take part actively
in decision making. As a result the pace of their learning dips.
- Pupils’ achievements are accurately recorded, often by observing their learning and noting
outcomes, and sometimes through photographs. Records of achievement, including for the
youngest children in the Nursery, are of a good quality showing a comprehensive record of past
- Questioning is a key focus of good lessons, helping to improve pupils’ language, communication
and thinking skills. At these times, skilled teachers frequently extend pupils’ understanding by
challenging them to find answers for themselves. For example, in Years 7, 8 and 9 the pace of
pupils learning increased because of quick-fire questions that resulted in them working at a fast
rate to search their text for ideas about how to describe different characters.
- Teachers make effective use of exciting projects to promote pupils’ spiritual, moral, social and
cultural development through stories, songs and rhymes. Younger children, for example, enjoyed
listening to ‘Handa’s Surprise,’ drawing and painting pictures of the different animals and fruit in
the story. Regular celebrations of different cultures are a key feature in many classes, such as
Chinese New Year or Divali feasts. Pupils enjoy music and benefit from experiences such as
African drumming or singing in the choir.
|The behaviour and safety of pupils||are good|
- Pupils’ enthusiasm for school is evident in the way they arrive eagerly each day, checking the
video of past visits and activities on the screen and taking a moment to see what will be next.
They are keen to join in with all the activities and engage with their friends.
- Pupils say they feel safe because everyone at the school is kind and there is always someone to
help them. They say this makes them feel secure at school and their parents agree. Their
enjoyment of school life is evident in their rising attendance which is above that found in most
- Pupils get on well with each other. No evidence of any bullying was seen during the inspection
and none is evident in the school’s records. The school council told inspectors that there is
absolutely no bullying and that any misbehaviour is quickly dealt with by staff.
- Older pupils help younger ones and a few pupils have ‘wheelchair licences’ which means they
can help those pupils who use wheelchairs to join in with activities, although opportunities for
children in wheelchairs to play outside are sometimes limited.
- All pupils showed high levels of independence in the dining hall, enjoying healthy lunches while
chatting with their friends.
- Pupils have a clear awareness of right and wrong. They say people at school are kind. They
understand the importance of helping others and this is evident in the way they regularly raise
money for different charities.
- There is a consistent approach to managing pupils’ behaviour and there are examples of pupils,
who have difficulties with their emotional and social skills, improving their behaviour because of
specific targets and clearly structured approaches.
|Inspection report:||Woodlands School, 26–27 February 2013||6 of 10|
|The leadership and management||are good|
- The school has successfully maintained good teaching and achievement despite several changes
to the senior leadership team over the past three years. Leaders have extended and enriched
the well-presented learning environment so it meets pupils’ needs well. They have made
effective use of the ‘Teachers’ Standards,’ showing total commitment to improving teaching and
enabling staff to develop their skills and seek promotion.
- Leaders have made sure all staff receive high levels of training, much of which is also shared by
governors, and they have introduced a wide range of additional experiences for pupils. For
example they have opened up opportunities for inclusion into mainstream schools where
possible. Links with other schools and colleges have increased and some college teachers now
teach in the sixth form, extending opportunities for vocational training.
- Leaders at all levels are fully involved in improving teaching and promoting excellence. A very
strong emphasis on supporting pupils’ individual needs means that pupils do well whatever their
difficulties. For example the pupils with challenging behaviour have regular opportunities to take
‘time out’ of lessons and alternative opportunities are provided for them. Those with visual or
hearing difficulties benefit from the high quality sensory rooms, exploring lights and sounds.
- Performance is effectively checked by the headteacher, senior leaders and governors. As a
result, leaders have an accurate view of how well the school is doing. Observations of teaching
by school leaders, supported by the local authority, are accurate and are helping to improve the
quality of teaching and learning.
- The local authority has a clear view of the school and gives effective support, especially in
training staff, helping to improve teaching and managing and interpreting information about
- The school promotes positive relations with parents, other schools and local support services.
- Leaders make sure that all pupils have equal opportunities as demonstrated by full inclusion.
They have successfully developed the outdoor area to accommodate the wide range of pupils’
needs although a few parents rightly feel their children, who are wheelchair users, could join in
more often with outdoor play. No evidence of discrimination was seen during the inspection and
none was evident in records.
- Safeguarding procedures fully meet requirements.
- The governance of the school:
The governing body gives clear direction to the school, promoting values in which pupils
thrive. Governors are regular visitors and are very supportive of leaders. They evaluate the
school’s strengths and areas for improvement, receiving regular updates and reports. They
fully understand the importance of managing the performance of staff and allocate sufficient
funding to good quality training to see that teaching continues to improve. They manage the
school’s finances very well and make sure additional money allocated for the support of pupils
known to be eligible for the pupil premium benefits those pupils. Governors understand the
importance of improving the quality of teaching and good teachers are rewarded through the
school’s performance management structure. Any underperformance is tackled through
|Inspection report:||Woodlands School, 26–27 February 2013||7 of 10|
additional training, team support and regular monitoring.
|Inspection report:||Woodlands, 26–27 February 2013||8 of 10|
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.
|Inspection report:||Woodlands, 26–27 February 2013||9 of 10|
|Unique reference number||131521|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Special|
|Age range of pupils||2-19|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||134|
|Of which, number on roll in sixth form||25|
|Appropriate authority||The governing body|
|Date of previous school inspection||9 December 2009|
|Telephone number||01675 463590|
|Fax number||01675 463584|