School etc

Woodlands

Woodlands
Packington Lane
Coleshill
Birmingham
West Midlands
B463JE

01675 463590

Head Teacher: Mr Iain Paterson

Website: www.woodlands.moonfruit.co.uk

School holidays for Woodlands via Warwickshire council

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165 pupils aged 2—18y mixed gender
132 pupils capacity: 125% full

120 boys 73%

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45 girls 27%

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Last updated: June 20, 2014


— Community Special School

URN
131521
Establishment type
Community Special School
Establishment #
7047
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
Area
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 %
38.70
Learning provider ref #
10015485

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Schools nearby

  1. Blythe School B463JE
  2. Coleshill CofE Middle School B463JE
  3. 0.2 miles The Coleshill School B463EX
  4. 0.2 miles The Coleshill School B463EX (745 pupils)
  5. 0.4 miles St Edward's Catholic Primary School B463JE (205 pupils)
  6. 0.5 miles Coleshill CofE Primary School B463LL (311 pupils)
  7. 0.5 miles Coleshill CofE First School B463LL
  8. 1.1 mile Windy Arbor Primary School B376RN (351 pupils)
  9. 1.1 mile Simon Digby School B376UG
  10. 1.1 mile Windy Arbor B376RN
  11. 1.2 mile Bishop Wilson Church of England Primary School B377TR (436 pupils)
  12. 1.2 mile St Patrick's Catholic Primary School B377UU
  13. 1.4 mile Coleshill Heath School B377JT (470 pupils)
  14. 1.4 mile High Meadow Infant School B461ES (89 pupils)
  15. 1.4 mile Coleshill Heath Infant School B377JT
  16. 1.7 mile Alcott Hall Junior and Infant School B377PY
  17. 1.7 mile Woodlands Junior and Infant School B360NF
  18. 1.7 mile The City Technology College B376NZ
  19. 1.8 mile Fordbridge Nursery and Infant School B376BX
  20. 1.9 mile Kingshurst Infant School B376BJ
  21. 1.9 mile St Anne's Catholic Primary School B375DP (466 pupils)
  22. 1.9 mile St John the Baptist Catholic Primary School B360QE (219 pupils)
  23. 1.9 mile Smith's Wood Sports College B360UE (1202 pupils)
  24. 1.9 mile Kingshurst School B376NU

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Ofsted report transcript

School report

Woodlands

Packington Lane, Coleshill, Birmingham, B46 3JE

Inspection dates 26–27 February 2013
Overall effectiveness This inspection: Good 2
Previous 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
learning.
have improved. They achieve well and have
effective opportunities to develop vocational
skills.
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.
at school.
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
quality training.
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
    representative.
  • 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.

Inspection team

Denise Morris, Lead inspector Additional Inspector
Peter Lawley Additional Inspector
Inspection report: Woodlands, 26–27 February 2013 3 of 10

Full report

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
    Woodlands staff.
  • A few teachers in the sixth form are from the local college. They attend to teach specific
    vocational skills.
  • 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

Inspection judgements

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
    activities.
  • 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
    a parent.
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
    work.
  • 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
    similar schools.
  • 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
    pupils’ achievements.
  • 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

School

Grade Judgement Description
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
improvement
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

School details

Unique reference number 131521
Local authority Warwickshire
Inspection number 402474

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Special
School category Community
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
Chair Wilf Woodhouse
Headteacher Iain Paterson
Date of previous school inspection 9 December 2009
Telephone number 01675 463590
Fax number 01675 463584
Email address Admin7047@welearn365.com

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