Finch Woods Academy

Finch Woods Academy

Address: Bailey's Lane, Halewood, Liverpool, Merseyside, L26 0TY Unique reference number (URN): 141033

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Leadership and governance Strong standard

Leaders have transformed the school rapidly and with clear purpose. They provide a compelling vision that is shared by staff, pupils and governors. Their evaluation of the school is precise. Improvement planning is sharply focused on the right areas.

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Leadership and governance Strong standard

The leadership structure is now stable and effective. Middle leaders understand their roles clearly and contribute actively to curriculum development, assessment and quality assurance. The professional development offer is coherent, personalised and valued by staff. This is helping to improve consistency in the quality of teaching across the school. Staff value the consideration that leaders give to their workload and wellbeing.

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Leadership and governance Strong standard

Governance and trust oversight is rigorous. Following significant weaknesses identified in the past, trustees and the local governing body now provide robust challenge and strong support. Regular reviews, detailed monitoring and clear lines of accountability have contributed to substantial improvement. The trust has invested heavily in stabilising leadership, strengthening safeguarding, improving curriculum structure and securing better outcomes for pupils.

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Leadership and governance Strong standard

Leaders know what has improved and what still needs attention. They are committed to embedding higher expectations for teaching, learning, attendance and behaviour so that pupils achieve as well as they can.

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Achievement Expected standard

Pupils typically join the school with very low prior attainment and significant gaps in their learning. From these starting points, most pupils make steady progress. Their work shows improving accuracy, confidence and perseverance.

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Achievement Expected standard

Staff use assessment information appropriately to identify gaps, inform planning and shape targeted interventions. Staff understand the complex barriers that pupils face and adapt teaching and support accordingly so that pupils can remain engaged in learning. Disadvantaged pupils and those known, or previously known, to children’s social care are monitored closely. Any emerging gaps or barriers are addressed swiftly.

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Achievement Expected standard

Older pupils access a broader range of qualifications than in the past, including entry level certificates, functional skills and vocational awards. Although attainment remains low overall, this is understood in the context of pupils’ disrupted education and social, emotional and mental health needs. Overall, leaders’ work ensures that pupils are well prepared for their next steps in education, employment or training.

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Attendance and behaviour Expected standard

Attendance is improving from extremely low starting points. Many pupils have experienced long periods out of school before joining, and many have attended several previous settings. Most pupils have increased their attendance considerably. Leaders analyse patterns closely and use a wide range of strategies to help pupils attend school. Despite this improvement, attendance remains variable. Some pupils still do not attend regularly. Leaders know this and are focused on ensuring that the recent upward trend becomes sustained and secure for all pupils and groups.

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Attendance and behaviour Expected standard

Behaviour has improved significantly. Clear expectations and consistent routines help pupils behave calmly in lessons. Staff use de ‑ escalation strategies well, and there are many nurturing sensory spaces available for pupils who need help to regulate their behaviour. As a result, classrooms are purposeful, and pupils show respect for staff and each other. Bullying is rare, and leaders deal with any incidents effectively.

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Attendance and behaviour Expected standard

Leaders analyse behaviour incidents thoroughly and adjust provision when patterns emerge. They use suspensions proportionately and always alongside restorative and reintegration work. Increasing vigilance has led to more accurate recording of both positive and negative behaviours, enabling leaders to understand pupils' needs with greater clarity. Leaders use this information well to support those pupils who need help to improve their behaviour. Staff and pupils report that the school is safe and calm.

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Curriculum and teaching Expected standard

Leaders have remodelled the curriculum so that it is logically sequenced, ambitious and grounded in pupils’ starting points. The ‘stage not age’ approach enables teachers to plan learning that is accessible and relevant for all. Baseline assessments across subjects help teachers to identify gaps in knowledge and plan purposeful next steps.

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Curriculum and teaching Expected standard

Classrooms are calm and orderly. Staff use consistent routines, retrieval practice and visual scaffolds to support pupils’ recall and engagement. Where teaching is strongest, teachers check pupils’ understanding effectively and respond quickly to misconceptions. In some subjects, however, this practice is less consistent. Further work is needed to ensure that teachers consistently check understanding well and tackle misconceptions promptly. Leaders know this and are providing targeted support to improve the precision of feedback across all subjects.

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Curriculum and teaching Expected standard

Leaders prioritise reading. Pupils at key stage 2 receive structured phonics teaching through targeted intervention. Older pupils continue to develop foundational reading skills through age ‑ appropriate programmes. This is beginning to improve pupils’ confidence and fluency.

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Curriculum and teaching Expected standard

Leaders check the quality of teaching with increasing rigour. Staff appreciate the personalised professional development programme and report that it is helping them to improve their practice.

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Inclusion Expected standard

Leaders root the school’s inclusive culture in a detailed understanding of pupils’ complex social, emotional and mental health needs. Staff identify pupils’ individual barriers accurately through baseline assessments, information from multi ‑ agency professionals and regular reviews. This includes careful assessment of disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and those known, or previously known, to children’s social care. For pupils with SEND, leaders use one ‑ page profiles to share key information and effective strategies with staff. All adults understand how to meet pupils’ needs consistently well.

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Inclusion Expected standard

Staff receive training so they can make appropriate adaptations and reasonable adjustments in lessons. Leaders monitor pupils carefully so that any emerging or changing needs are recognised and addressed quickly. Leaders use pupil premium funding to strengthen support further, including intervention, therapy and pastoral provision.

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Inclusion Expected standard

Leaders work closely with families and a wide range of professionals, including educational psychologists, occupational therapists and speech and language therapists, to shape provision that meets pupils’ complex needs. Where pupils attend alternative provision, leaders maintain regular contact to check their safety, engagement and progress.

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Inclusion Expected standard

Leaders use tracking systems effectively to monitor pupils’ progress and evaluate the impact of interventions. They adapt provision when strategies are not having the intended effect, ensuring that pupils continue to achieve, belong and thrive.

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Personal development and wellbeing Expected standard

Leaders provide a well ‑ designed personal development programme that reflects pupils’ social, emotional and mental health needs and helps them succeed in later life. Pupils learn how to keep themselves physically and mentally healthy and how to stay safe, including online. Staff deliver relationships, sex and health education thoughtfully and adapt it where necessary so that it is appropriate and accessible for all pupils.

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Personal development and wellbeing Expected standard

Pupils’ social, moral, spiritual and cultural development is promoted deliberately. Pupils are encouraged to reflect on beliefs and experiences, consider right and wrong, cooperate with others and resolve conflict. Opportunities to understand and debate topical issues help pupils learn about fundamental British values, including the rule of law, democracy, individual liberty and mutual respect. Staff reinforce these themes through everyday routines, restorative conversations and carefully planned enrichment activities.

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Personal development and wellbeing Expected standard

A rich range of experiences helps pupils develop their talents and interests. These include music therapy, vocational learning and work ‑ related experiences, outdoor education and creative arts. Pupils talk with pride about what they have achieved and the confidence they have gained. Leaders ensure that disadvantaged pupils can access these opportunities so that no one is left behind.

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Personal development and wellbeing Expected standard

Careers education, information, advice and guidance is increasingly effective. Leaders have strengthened links with local providers, and destination tracking is robust. The marked reduction in pupils who are not in education, employment or training demonstrates the impact of this work. Staff know the pupils exceptionally well. Their calm and nurturing approach helps pupils build resilience, self ‑ regulation and confidence so that they can participate fully in school life and beyond.

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What it's like to be a pupil at this school

At Finch Woods Academy, each morning begins with a warm welcome that helps pupils feel settled and ready to learn. Staff take time to check how pupils are feeling and provide calm, sensitive support where needed. Many pupils benefit from therapeutic opportunities, including play therapy, art therapy and equine therapy, which help them settle and feel ready to learn.

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What it's like to be a pupil at this school

Relationships across the school are consistently positive. Pupils, all of whom have special educational needs and/or disabilities, speak confidently about the adults, who they trust and who help them feel safe. Classrooms are orderly and purposeful. Clear routines help pupils to understand what is expected of them. Pupils engage well with activities and respond positively to staff guidance. When pupils find things difficult, staff intervene promptly so they can return to learning with minimal disruption.

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What it's like to be a pupil at this school

Most pupils enjoy their learning and are proud of what they achieve. They talk enthusiastically about practical subjects such as art, food technology and vocational learning. Pupils who have previously been out of education, sometimes for long periods, now participate more regularly and take greater pride in their work.

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What it's like to be a pupil at this school

Pupils know that bullying is not accepted. They say staff sort out any worries quickly and fairly. Pupils can name the strategies they use to manage their emotions, and many describe the personal progress they have made, such as ‘learning to control my anger’ or ‘now having friends’. They value enrichment activities, including off-site visits, music therapy and outdoor experiences, which help them build friendships and explore new interests.

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What it's like to be a pupil at this school

Although attendance is improving from extremely low starting points, some pupils still miss too much school. This means they do not always gain the deeper knowledge they need over time. Leaders are working closely with pupils, families and external partners to address this.

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What it's like to be a pupil at this school

Overall, pupils feel safe, valued and increasingly successful. They appreciate the support they receive, the improvements made to the school environment and the many opportunities available to them.

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Next steps

Leaders should ensure that teachers identify and address any misconceptions that pupils may have so that they achieve as well as they should. Leaders should build on current strategies so that their actions lead to notable improvements in attendance and behaviour for all pupils and groups.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with senior leaders, staff, pupils, members of the local governing body and representatives of the trust. They visited lessons across a range of subjects, looked at pupils’ work and spoke with pupils about their learning and wider experiences. Inspectors reviewed safeguarding records and the single central record.

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About this inspection

Inspectors carried out an inclusion learning walk with leaders to understand how the school identifies and supports vulnerable pupils. This included sampling pupils’ case files, speaking with staff and reviewing documentation related to pupils’ needs and provision.

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About this inspection

Inspectors reviewed arrangements for pupils who attend alternative provision, including safeguarding checks, communication and how leaders monitor pupils’ attendance, engagement and progress.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

The school is a special school for pupils aged 9 to 16 with social, emotional and mental health needs. All pupils have special educational needs and/or disabilities and an education, health and care plan.

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About this inspection

The school is part of Manor Hall Academy Trust. The trust is led by the chief executive officer and overseen by a board of trustees. The local governing body provides additional oversight of the school’s work.

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About this inspection

There has been a significant change in leadership since the previous inspection. A new headteacher was appointed in 2024, and senior leadership roles have been restructured to provide clearer lines of responsibility.

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About this inspection

The school serves a community with high levels of vulnerability. Many pupils have experienced disrupted education before joining the school. A significant proportion of pupils are disadvantaged, and many are known, or previously known, to children’s social care.

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About this inspection

The school currently makes use of 2 alternative provisions.

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Lead inspector:

Rebecca Sharples, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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