Woodlands Community College

Inspection of Woodlands Community College Minstead Avenue, Southampton, Hampshire SO18 5FW

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Inspection dates: 13 and 14 September 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement 13 and 14 September 2022

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What is it like to attend this school?

Woodlands Community College is a purposeful and caring school. Pupils respect their teachers and appreciate the time they take to get to know them as individuals. Parents and carers rightly recognise that teachers have high expectations for what pupils can accomplish. One parent’s comments reflect the views of many: ‘Staff are helpful, supportive and dedicated to getting the very best from their pupils. We look forward to the achievements our child will make here.’

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What is it like to attend this school?

Pupils learn about the school’s ‘3R’ values of ‘respect, resilience and responsibility’. These are woven through all areas of school life from the behaviour system to the curriculum. The vast majority of pupils demonstrate these values consistently, through kind and respectful behaviour. Pupils feel safe and secure in school because they know that teachers and leaders do not tolerate unkind behaviour or prejudicial language.

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What is it like to attend this school?

Many parents, staff and pupils commented on the rapid improvements made by leaders since the last inspection. Some described the school as having been ‘transformed’. Pupils are proud and happy to attend this school. They feel confident that they will get a good standard of education here that will prepare them to be successful in the future.

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better?

Leaders have made significant and systematic improvements to the way pupils’ behaviour is managed in the school. Behaviour in corridors and lessons is calm, orderly and respectful. Learning in lessons is generally focused and purposeful because teachers reinforce whole-school expectations consistently. Leaders and pastoral staff believe in giving all pupils the opportunity to get their behaviour right. Staff identify those pupils who need extra support with this and work with them intensively and effectively. Leaders have put in place effective strategies to improve attendance. Although the impact of this work on individual pupils is clear, there are still too many who do not attend school often enough.

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better?

Leaders are determined that all pupils should receive a good standard of education. They have thought precisely about what pupils need to learn and in what order. Pupils achieve well. This includes those with special educational needs and/or disabilities (SEND) because teachers have been trained well to adapt the curriculum to meet their needs. Leaders have identified some pupils with SEND who need more focused support with reading and mathematics. They have built this into the curriculum for these pupils to help them catch up quickly. Leaders are in the process of addressing some variability in how effectively the curriculum is delivered. Sometimes pupils develop gaps in their learning because teachers are not as clear or consistent as they could be when introducing new concepts. 13 and 14 September 2022

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Pupils benefit from a breadth of extra-curricular activities and clubs, which covers a wide range of interests. These include options relating to sports and performing arts as well as clubs linked to the curriculum in subjects, such as mathematics, science and history.

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Pupils benefit from a relevant and well-considered programme of personal, social, health and economic education (PSHE). Leaders identify topics where pupils have gaps in their learning and then adapt the following lessons. As a result of their PSHE lessons, pupils feel more knowledgeable about topics, such as relationships, health and personal finance. A highly effective careers programme means that very few pupils leave Year 11 without a clear plan for their next steps.

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Leaders are rightly proud of the difference they continue to make at this school. They lead the school with a clear vision and impressive moral purpose. They have made sure that all staff are well trained and understand the role that they each play in the school’s improvement journey. Governors are involved and invested in the school and have a clear oversight of the current priorities. They work closely and supportively with leaders. They provide challenge where necessary and seek assurance that leaders’ actions are having their intended impact.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders prioritise safeguarding. They ensure that all staff and governors receive effective training. Staff understand how to identify when a pupil may be at risk and they record any concerns using the school’s procedures. Where necessary, leaders take swift action to secure help for pupils and their families. Leaders refer concerns on to external agencies if required. Pupils feel safe in school and learn about how to keep themselves safe through the effective PSHE curriculum.

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Safeguarding

Leaders carry out the relevant pre-employment checks on staff. They have strong procedures for responding to any safeguarding concerns relating to members of staff.

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(Information for the school and appropriate authority)

 Some pupils do not attend school often enough. As a result, these pupils are not achieving as well as they could. Leaders are prioritising this issue and have already put strategies in place to improve the attendance of these pupils. They should continue with these plans. Leaders and governors should monitor pupil attendance closely and ensure that the strategies they put in place are having a sufficient impact on attendance figures.  Leaders have rightly identified some variability in how effectively teachers introduce and explain new concepts. Over time this has resulted in some older 13 and 14 September 2022

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pupils developing gaps in their knowledge or not remembering what they have been taught previously. Improvements to the curriculum are helping to address this, but further training is needed to ensure that pupils benefit more consistently from high-quality teaching.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 13 and 14 September 2022

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School details

Inspection number 10241203 Type of school Secondary comprehensive

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School details

Appropriate authority The governing body

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School details

Chairs of governing body Kirsten Buist and Ruth Thomas

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School details

Website www.woodlands.southampton.sch.uk

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School details

Date of previous inspection 12 and 13 July 2016, under section 5 of the Education Act 2005

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Information about this school

 Since it was last inspected, the number of pupils on roll has increased significantly.  There have been significant changes in the school’s governing body, including the appointment of new co-chairs.  The school currently uses two registered and one unregistered alternative provision.  The school meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 13 and 14 September 2022

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 Inspectors held meetings with a range of leaders, including the headteacher and members of the senior leadership team.  Inspectors carried out deep dives in these subjects: English, mathematics, languages, history and art. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors spoke with governors and the local authority about their roles.  Inspectors considered survey responses from parents, pupils and staff.  Inspectors judged the effectiveness of the school’s safeguarding procedures by meeting with leaders, scrutinising the single central record, sampling safeguarding records and talking with pupils, teachers, non-teaching staff and leaders about this aspect of their work.

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Inspection team

Chris Ellison, lead inspector His Majesty’s Inspector

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Inspection team

Paul James Ofsted Inspector 13 and 14 September 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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