Woodlands Academy

Inspection of Woodlands Academy Pinewood Crescent, Grimsby, North East Lincolnshire DN33 1RJ

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Requires improvement

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The principal of this school is Rebecca Wakefield. This school is part of the Harbour Learning Trust, which means other people in the trust have responsibility for running the school. The trust is run by the chief executive officer (CEO), Richard Briggs, and overseen by a board of trustees, chaired by Chris Cherry. 1 and 2 July 2025

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What is it like to attend this school?

Woodlands Academy is a school where pupils thrive. Pupils are highly respectful of others, including those different to themselves. Pupils strive to embody the school’s values, such as ‘delight and joy’. They are happy and safe here. They enjoy coming to school to learn. Attendance is high.

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What is it like to attend this school?

Pupils learn how to understand and manage their emotions well. They are exceptionally well behaved throughout the day. Pupils pay close attention and engage well with their learning. They are polite, considerate and courteous.

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What is it like to attend this school?

The school has developed a curriculum that is ambitious and engaging. Staff at the school have very high expectations for all pupils. Over time, pupils achieve well.

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What is it like to attend this school?

Pupils are empowered to speak up about things that matter to them. They learn to advocate for themselves. Pupils are encouraged to pay back into the community, such as supporting the food bank at the local church. Pupils are proud of their school.

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What is it like to attend this school?

The provision for the broader development of pupils is a strength of the school. This includes the opportunity to engage with local employers and learn about careers. Pupils are very well prepared for the next stage in their education.

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What does the school do well and what does it need to do better?

The school has developed an engaging curriculum across a wide range of subjects. Staff have given considerable thought to building the curriculum from the early years upwards. They use a wide range of effective approaches to teach children well. Staff are skilled in identifying the needs of pupils with special educational needs and/or disabilities (SEND) and supporting them to learn alongside their peers. Pupils achieve well over time.

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What does the school do well and what does it need to do better?

The school typically uses assessment well, identifying gaps in knowledge quickly. In a small number of subjects, the use of assessment is less strong. Where this is the case, misconceptions are not addressed as well as they could be.

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What does the school do well and what does it need to do better?

Pupils are taught reading well from a very early age. Staff model effective strategies to help pupils to read and understand a wide range of texts. Pupils use these strategies routinely to read independently and with fluency. Pupils’ written work is also of exceptional quality.

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What does the school do well and what does it need to do better?

In the early years, there is a strong focus on developing communication and language. Skilful staff enthuse the children in their learning. For example, children were encouraged to think about why numbers were odd. They could explain that odd numbers do not have a partner. Children enjoy learning using a wide range of high-quality activities in a well- designed space. They engage with activities and resources with independence and resilience. Children are exceptionally well prepared for the next stage and progress extremely well through the curriculum. 1 and 2 July 2025

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Pupils are very well behaved in school. The school has focused diligently on pupils’ enjoyment of school. The careful choice of lesson activities helps pupils to engage extremely well in lessons. Skilled staff ensure that no time is wasted and that pupils’ efforts are focused on learning throughout the day. The school has very high expectations for all pupils. Pupils fulfil these expectations routinely.

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The school has improved attendance significantly. Leaders analyse data thoroughly and are relentless in their actions to support attendance. The school’s focus on an engaging curriculum, a welcoming environment and work with families helps to ensure that pupils attend very well.

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The school uses assemblies and lessons in personal, social, health and economic education to promote pupils’ personal development extremely well. Pupils learn about many religions, cultures and differences through a well-designed programme. They learn about tolerance and show this routinely. They also learn about healthy relationships and understand how to keep themselves safe. Pupils have a well-developed sense of fairness, saying that all people should be treated fairly. They know what to do if they see unfair treatment and take positive action.

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Children engage well with a very rich extra-curricular offer. This includes a range of after- school activities, such as crafts, sports and extra-curricular visits. The school has designed the curriculum to consider a wide range of careers. Pupils appreciate the opportunity to learn how local businesses support the community. Pupils are inspired to consider further study, including studying at university. The wider curriculum helps pupils develop as well- rounded individuals. This means that pupils are very well prepared for the next stage in their education.

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The trust supports its leaders and other staff well. An extensive training programme has helped to ensure that recent improvements to the curriculum and support for pupils are rapid and sustainable. Leaders are very supportive of staff and considerate of staff workload. Trustees perform their statutory duties well. Governors have a detailed knowledge and understanding of the school. They support and challenge leaders well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The use of assessment is not as strong in some subjects as it is in others. Where this is the case, mistakes and misconceptions are not identified and addressed well enough, and pupils’ knowledge is less secure. The school should work with staff to enhance the use of assessment so that misconceptions are addressed and pupils’ learning is deepened. 1 and 2 July 2025

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How can I feed back my views?

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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 1 and 2 July 2025

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School details

Website https://wla.harbourlearningtrust.com

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School details

Dates of previous inspection 21 and 22 March 2023, under section 5 of the Education Act 2005

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Information about this school

 This school is part of Harbour Learning Trust.  The school has a nursery provision for three-year-old children.  The school does not place any pupils with an alternative education provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 1 and 2 July 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the principal and vice principal, subject leaders, staff and pupils. They also met with the CEO, the chair of the trust and another trustee. They also met with members of the local governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics, religious education, history and art. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Pupils’ behaviour and safety were evaluated in lessons, at breaktime and at lunchtime. The inspectors also listened to the views of pupils.

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 To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

David Bailey, lead inspector Ofsted Inspector

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Inspection team

Chris Jennings Ofsted Inspector 1 and 2 July 2025

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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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