Woodlands

Woodlands

Address: Packington Lane, Coleshill, Birmingham, West Midlands, B46 3JE Unique reference number (URN): 145224

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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 and those responsible for governance have been successful in driving rapid development of the school and bringing about a culture of reflection and improvement. Across all levels of leadership there is a compelling strategic vision, passion and ambition to secure high-quality provision for all pupils. Trustees acted decisively by putting in place a local board to oversee changes and appointing highly skilled senior leaders. Through making detailed checks on provision, including by engaging a range of external partners, leaders have been sharply focused on improving those aspects which make the greatest difference to pupils. Leaders know what has improved and are committed to improving any aspect of provision which could still get better.

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Leadership and governance Strong standard

Staff are proud to work at Woodlands and share the vision that is driving the school forward so rapidly. They are well supported by leaders in terms of their workload and their wellbeing. Leaders put together focused training for staff to hone practice, offering extensive professional development opportunities including for support staff to train to become teachers. Leaders provide ongoing, responsive training in staff meetings and make timely checks to ensure that training is impacting successfully on learners. Put simply, leaders have created a vibrant learning community for both pupils and staff alike.

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Leadership and governance Strong standard

The school engages effectively with parents and a wide range of partner agencies in the community and more widely, including involvement in university research programmes associated with character development for pupils with special educational needs and/or disabilities. Partnerships are meaningful and always focused on securing the best outcomes for pupils.

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Achievement Expected standard

From their starting points, pupils generally achieve well and make steady progress. Their work shows improving accuracy and quality. Pupils work hard to achieve an increasingly broad range of qualifications on offer. For example, pupils in the class situated at the local high school work towards a range of GCSEs.

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Achievement Expected standard

Pupils are achieving increasingly well with early reading, giving them a firm foundation for future success. This is because of the successful work which leaders have done to rapidly strengthen the offer in the past year. Pupils who are ready engage in reading for information and enjoyment and increasingly relish times during the day when they share literature. Plans are in place to bring about the same improvement in other areas, including early writing.

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Achievement Expected standard

Whether it is children in the early years transitioning into primary classes or Year 11 pupils preparing for post-16 settings, pupils are well prepared for their next steps because of their success in the planned curriculum and wider personal development opportunities.

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Attendance and behaviour Expected standard

Pupils typically attend well despite some of the significant barriers they face, including ongoing health needs, which require regular medical appointments. Leaders encourage high attendance and there is no tolerance of absence. They seek to fully understand reasons for absence and work with pupils and their families to prioritise and support regular school attendance. As a result, the past 3 years have seen a steady reduction in the amount of school which pupils miss.

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Attendance and behaviour Expected standard

Staff told inspectors of the significant improvement in the behaviour of pupils since the current leadership team has been in place. All stakeholders, including parents and pupils, recognise and appreciate the extent to which behaviour has improved in the past year. The shift in culture across all areas of provision, including the curriculum and pathways, has impacted highly positively on pupil engagement and behaviour. Classes are calm, and although pupils say that sometimes peers are loud or behave inappropriately, staff quickly sort any problems out through talking calmly and with understanding. Pupils are supported effectively to regulate, and increasingly little learning time is missed. Bullying is extremely rare, but if it were to happen pupils know that staff would act swiftly to address any such behaviours. Positive pupil behaviour is a stand-out feature at Woodlands.

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Curriculum and teaching Expected standard

Leaders have implemented a curriculum which has been carefully constructed to be meaningful and accessible to pupils. Intelligent use of a detailed overview of pupils' needs helps shape curriculum pathways and class groupings. These are flexible and responsive to pupils' capabilities and changing needs. Skilfully individualised provision ensures day-to-day adaptations make learning accessible to pupils at a level that best meets their needs.

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Curriculum and teaching Expected standard

Teachers have secure subject knowledge and typically teach well, making use of well- chosen resources and activities. Communication strategies underpin the clarity with which teachers provide information and guidance to pupils and this is typically consistent and effective, although some communication strategies, including the use of some assistive technologies, need more precision to be as effective as they could be.

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Curriculum and teaching Expected standard

Strategies for helping pupils secure foundation skills are mostly well embedded and proving successful. The way in which early reading is taught has been developed over the past year and is proving highly successful and consistent. In mathematics, too, regular practice and revisiting basic skills is working well to secure pupils' mathematical foundational knowledge. The teaching of early writing, and associated interventions, is at an earlier stage of improvement but leaders have clear plans in place to address these.

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Early years Expected standard

Children in the early years get off to a flying start. The new leadership structure has proved highly effective in bringing about positive developments. These include, for instance, the organisation of the indoor learning environment, an enhanced understanding of pupils' needs and careful use of evidence recording for making accurate assessments of pupils' small learning steps. The curriculum is informed by the early years foundation stage statutory framework and carefully adapted to be accessible to children with a broad range of needs. Children are happy, settled and engaged throughout the day in meaningful learning.

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Early years Expected standard

Staff in the early years understand children's needs well and use assessment to identify developing needs responsively. They use this knowledge to plan meaningful, engaging activities in each of the areas of learning. The curriculum is personalised and staff support children well to access activities so that they are purposeful and focused on key learning and stages of development. Typically, children demonstrate confidence, self-directed learning and sustained engagement.

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Early years Expected standard

Routines are thoroughly embedded and pupils are settled and confident in their familiar, predictable space. Staff interact skilfully, adapting communication depending on needs and developmental starting points. Relationships are a real positive in the early years, creating a happy, vibrant and harmonious learning environment in which children become secure in preparation for their next steps in education.

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Inclusion Expected standard

Inclusion is central to the ethos at Woodlands. Leaders' understanding of pupils' special educational needs and/or disabilities is detailed and accurate. They recognise that gaining a wider understanding of a pupil's lived experience is important for shaping provision precisely for them. Over the last year, leaders have worked alongside teaching staff to build a more comprehensive process to understand pupils' needs even more deeply. Detailed individual profiles, covering aspects such as behaviour, communication and ambition, sit alongside education, health and care plans. This holistic view of each pupil provides useful information for adapting learning to meet needs with absolute precision. Leaders have been innovative in their use of this information, applying it more widely to inform aspects of provision, including curriculum pathways, policies, and the personal development offer.

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Inclusion Expected standard

Staff typically use effective communication strategies to ensure pupils, some of whom are pre-verbal, have a voice with which to express their ideas, needs and feelings. Despite a largely positive picture of communication strategies, minor inconsistencies in precision can, at times, limit how effectively some pupils communicate.

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Inclusion Expected standard

The school uses additional funding to enhance opportunities for disadvantaged pupils, ensuring that disadvantage does not limit access to provision. A comprehensive understanding of barriers faced by pupils who are known to social care enables leaders to further adapt provision sensitively and appropriately.

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Personal development and wellbeing Expected standard

Leaders have developed a comprehensive personal development offer that supports pupils to understand themselves and others, while preparing them for their next steps in education and into adulthood. Through a carefully adapted personal, social and health education curriculum, pupils learn about fundamental British values and life in modern Britain. They learn how to stay safe and healthy by understanding risks in relationships and online environments, and by making choices about their physical and emotional wellbeing. Relationships and sex education is sensitively tailored so that it is accessible and appropriate for pupils across different pathways. The programme has a clear positive impact, reflected in pupils’ growing understanding of their own and others’ lives, social expectations, and, most notably, the care and respect they show towards others.

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Personal development and wellbeing Expected standard

Preparation for adulthood is embedded across the curriculum. In secondary pathways, pupils are introduced to the world of work through a range of in-school and external workplace experiences alongside opportunities to engage with colleges and employers. In post-16, work experience is closely aligned with pupils’ interests and aspirations. A range of enrichment activities enhances both the curriculum and the wider personal development offer. These include therapeutic, social and curriculum-based visits, as well as opportunities to develop independence and contribute to the community such as regular visits to help at a local care home and voluntary work in other local settings.

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Personal development and wellbeing Expected standard

Pastoral support is a particular strength. It is sharply targeted and informed by how well staff know pupils' needs. For example, well-planned transition arrangements, including sensory circuits, help pupils settle quickly on arrival each day, reducing anxiety and ensuring learning time is maximised. Leaders demonstrate a particularly strong commitment to pupils’ character development, including by being part of innovative programmes with national organisations and universities.

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Personal development and wellbeing Expected standard

Leaders track participation and impact carefully to ensure no pupil misses out, while recognising data could be used even more precisely to further refine and personalise the offer. Careers education, while part of the curriculum, is supported by independent advice and a broad range of provider links.

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Post-16 provision Expected standard

Post-16 provision is well led, both in terms of strategic oversight and day-to-day organisation. Students follow study programmes that they have chosen for themselves. The choices open to them have been carefully curated to reflect students' ambitions and their special educational needs and/or disabilities. Students further benefit from being able to work towards a range of tangible, certified qualifications. Teaching in post-16 classes supports students to develop confidence and the foundational knowledge they need. When staff identify gaps in learning, interventions are typically effective and focused precisely on what students need. Students become independent and thoroughly enjoy their learning and the social aspects of school life. Classrooms are calm and purposeful and students demonstrate maturity and confident self-advocacy.

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Post-16 provision Expected standard

Throughout post-16 provision, the school prioritises students' preparation for life beyond Woodlands, whether it is help securing a college place or support into independent living or employment. Developing skills for life is central to the wider provision and enhanced through specific sessions on contextual communication and use of the fully equipped living space adjacent to classrooms. Extensive opportunities to experience the world of work, including visits to a farm, a care home and employers, help students make informed decisions about their next steps.

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

At this happy, vibrant special school, pupils arrive each day to a warm welcome from committed staff who greet them with a smile. Days begin smoothly and calmly as the result of effective morning routines. For instance, some pupils benefit from short sensory breaks following their long journeys to school, which set them up for their day.

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

Staff at Woodlands know the needs of pupils really well. All pupils have education, health and care plans and have a broad range of special educational needs and/or disabilities. Irrespective of the significant barriers many face, the focus here is on learning, and staff have high expectations of what pupils can achieve, including by offering a range of increasingly ambitious qualifications. Leaders speak about unlocking pupils' potential to become the best versions of themselves; and this is an ambition that pupils share.

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

Pupils work hard, enjoy their learning and are enormously proud of what they achieve. Typically they do very well from their starting points and the quality of work they do is a testament to how much care they take to do their best. Expectations are high for pupils to be as independent as possible in what they do at school and the learning they do to prepare them for life beyond school. Students in post-16 classes are ambitious and informed about their future choices and the world of employment.

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

Pupils behave well and are helpful and caring of one another. Positive relationships are seen here in every interaction between staff and pupils, and have helped bring about an environment in which pupils feel safe, secure and ready to do their best. Bullying is extremely rare and pupils know that if anybody is unkind, teachers will help straight away.

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Next steps

Leaders should provide support and guidance to staff to further develop the precision of communication strategies across the school. Leaders should refine the personal development offer by using pupil engagement and achievement data more precisely so that it is tailored more closely to each pupil’s needs. Leaders should ensure that precise, well-sequenced interventions address gaps in some pupils’ foundational knowledge, including in early writing.

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About this inspection

This school is part of Unity multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tracy Pearce, and overseen by a board of trustees, chaired by John Dews.

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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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Team inspectors:

Dawn White, Ofsted Inspector Nicola Wells, Ofsted Inspector Nazya Ghalib, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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Total pupils

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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Total pupils

Inspectors spoke with the headteacher and other school leaders, the trust director of school improvement and a group of trustees during the inspection. They also spoke with a school improvement partner and a representative of the virtual school.

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Total pupils

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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Total pupils

There were no 2-year-olds on the school roll during the time of the inspection.

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Total pupils

The inspectors confirmed the following information about the school:

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Total pupils

All pupils have an education, health and care plan. The school caters for a broad range of needs including including autism, communication and interaction, severe learning difficulties, and other complex needs.

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Total pupils

The school currently makes use one unregistered alternative provision.

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Total pupils

The school has undergone a significant change since the last inspection. A new headteacher took up their post in May 2025, There have also been a number of changes to the senior leadership team.

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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 6 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 needs support 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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