Woodfield

131574 Unique Reference Number Coventry Local Authority 298593 Inspection number 26 April 2007 Inspection date Frank Price Reporting inspector

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

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Special Type of school Community School category 5 °16 Age range of pupils Mixed Gender of pupils Number on roll 134 School

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The governing body Appropriate authority Barbara Kempster Chair Mick Chilvers Headteacher Not previously inspected Date of previous school inspection Stoneleigh Road School address Coventry CV4 7AB

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024 76418755 Telephone number 024 76690809 Fax number

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5 °16 Age group 26 April 2007 Inspection date 298593 Inspection number .

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

Woodfield School is a new school, having been formed in April 2006, by the amalgamation of two special schools. Prior to this date it operated as part of a federation of three schools. The school caters for pupils with behavioural, social and emotional difficulties. Most pupils have additional needs such as attention, language and communication difficulties. Nearly half the pupils are eligible for free school meals and a small minority of pupils are in public care. The school is based on two sites, approximately five miles apart. The school also makes specialist provision for pupils who have particularly challenging behaviour and complex social and emotional difficulties.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Woodfield, 26 April 2007

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Grade: 2

Woodfield School is a good and rapidly improving school. The experienced headteacher has successfully established the newly reorganised school and guided it through a difficult period of transition and uncertainty. Along with senior staff and governors, he has set a firm course for improvement and stability. Staff are positive, confident and excited about the future of the school. There is a real sense of shared responsibility and teamwork, which underpins the good leadership and management of the school. This has been a contributory factor in ensuring the school has made a confident start and that pupils are beginning to thrive. The school has worked particularly hard to meet the needs of the most disaffected and emotionally vulnerable pupils well and as a result it is successful in helping them to re-engage in learning. Standards are exceptionally low due to the nature of pupils' special needs and often

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Grade: 2

previous fragmented education. The uncertainty, prior to it being established as a new school, has limited pupils' progress, so that currently their achievement is satisfactory. Pupils' progress in English and the use of information and communication technology (ICT) although broadly satisfactory, is not as strong as in mathematics or science. In Key Stage 4, those pupils who have more complex behavioural difficulties do not have access to full-time education and this restricts their progress. Nevertheless there is strong evidence which indicates that all pupils are beginning to make more rapid progress. Parents recognise the improvements their children make with one commenting, 'My son has made immense progress since starting at the school.' Teaching is good and teachers are experienced and skilful in managing pupils' behaviour so that disruptions to learning are kept to a minimum. Teachers work hard to provide a calm, structured and well ordered environment

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Grade: 2

and as a result pupils feel safe and happy. The curriculum is satisfactory but is constrained by the lack of breadth of courses for less able pupils to follow and by limited opportunities to develop literacy and ICT skills across the curriculum. Pupils receive good care, support and guidance. Trusting and supportive relationships instil confidence in pupils and they know they can share concerns with staff freely. However, pupils are not always clear in knowing their targets and how to improve their work. Pupils benefit from the effective partnerships the school has established with a range of agencies, enabling their needs to be fully met. This has a positive impact upon their good personal development. Pupils are developing healthier lifestyles through healthier eating and they eagerly anticipate choosing from a wide range of physical activities on offer at lunchtime. The school's self-evaluation is good, with key areas for improvement

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Grade: 2

accurately identified. The use of baseline assessment information, target setting and good procedures for the tracking of pupils' progress have been introduced but are not yet fully embedded across the new school.

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What the school should do to improve further

• Raise pupils' attainment in English and ICT by providing opportunities to develop their skills across the curriculum. • Make full use of the new tracking procedures to improve academic guidance for pupils. • In conjunction with the local authority provide full-time education for Key Stage 4 pupils who attend 'The Spinney'. 4 of 11 Inspection Report: Woodfield, 26 April 2007

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Grade: 3

Standards are exceptionally low for the majority of pupils due to the nature of their learning difficulties and their often turbulent previous schooling experiences. However, they make satisfactory progress overall. Some of the most disaffected pupils are beginning to make impressive gains in their reading and spelling ages, from very low starting points. The pupils who attend 'The Spinney', which is specialised provision for the most difficult pupils, are only able to attend on a part-time basis and this impacts negatively on their overall progress. The upheaval of the amalgamation slowed pupils' progress initially. However, in 2006 results were generally much improved, with most pupils in Year 11 achieving grade 3 entry level certificates. Current predictions suggest that pupils are now more settled and progress is brisker, with some students expected to achieve grade C GCSE results. Some lower attaining pupils

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Grade: 3

achieve bronze passes in the Award Scheme Development and Network (ASDAN) awards, although opportunities for pupils to achieve in a wider range of vocational and academic courses are limited. Across the school, pupils generally make better progress in mathematics and science than in English and pupils do not use ICT well enough across a range of subjects.

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Grade: 2

Pupils' personal development is good. They display a good awareness and tolerance of each other. Pupils appreciate the positive and supportive environment, which contributes to their enjoyment of school. Vulnerable pupils, including those in care, feel well supported because of particularly good links with a wide range of agencies. Pupils' spiritual, moral, social and cultural development is good. Lunchtimes are pleasant and valuable occasions where grace is said before dinner and pupils' manners, behaviour and social skills are promoted very well. Many pupils feel their behaviour has improved since attending the school, and recognise that rules are fair and applied consistently. Pupils develop healthier lifestyles through choosing healthy food and participating in a good range of vigorous physical activity, which is having a positive effect on their fitness. Relationships are generally positive and pupils display a good

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Grade: 2

awareness of the risks from drugs and alcohol, although some pupils still smoke. Pupils are enthusiastic about the wide range of providers who raise their awareness of issues such as the impact of offending behaviour or fire hazards. Attendance is generally satisfactory despite a small number of persistent poor attenders. College courses and good opportunities for work experience prepare pupils effectively for life beyond school.

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Grade: 2

Teaching is good across the school and this is having an increasingly positive impact upon pupils' progress in the settled atmosphere of the new school. Teachers know their pupils well and this strong relationship is a key factor in the skilful and successful management of pupils' behaviour. Teachers ensure that tasks are matched well to pupils' varying abilities. Often humour is used very effectively to diffuse potential conflicts. High standards of behaviour and language are set and teachers create a good learning environment. Pupils generally respond well to this, encouraging them to achieve irrespective of their difficulties or past experiences. Lessons are 5 of 11 Inspection Report: Woodfield, 26 April 2007 often well paced, ensuring that pupils are motivated and maintain their concentration. Pupils particularly enjoy practical lessons such as art, physical education and science. Learning outcomes

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Grade: 2

are routinely shared with pupils and this helps them to focus on the most important aspects of the lesson. Teachers are developing their confidence in using ICT such as the interactive whiteboard to make learning more stimulating. Day-to-day use of assessment is satisfactory, but the use of baseline information, target setting and tracking to inform planning is in the early stages of development across the school.

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Grade: 3

The curriculum is satisfactory. Statutory requirements are met with the exceptions of music and modern foreign languages and these omissions are being addressed. Provision for personal, social and health education and citizenship is imaginative and effective. A range of outside providers supports and enhances the school's work. For example, pupils visit court and a young offenders' institution and they have access to advice on sex education and relationships. The very wide range of physical activities provides challenge, helps keep pupils fit and promotes positive behaviour. Individual needs, abilities and learning preferences are taken into account when planning the curriculum. Work experience and college taster courses enhance the curriculum of older pupils, although the range of accreditation available for less able pupils is not broad enough. Planning to improve literacy and the use of ICT across the curriculum has

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Grade: 2

The pastoral care of pupils is very strong and based on a good understanding of pupils' needs and respect for individuals. Parents and carers appreciate what the school provides. One carer commented, 'I thank the school from the bottom of my heart for what they have done.' The care of especially vulnerable pupils is sensitively handled in liaison with specialist agencies. Clear behavioural strategies help limit disruptive behaviour and minimise incidents of bullying. Procedures for child protection, risk assessment, fire drills and the storage of medicines are in place and there are sufficient staff trained in first aid. The school abides by current guidance relating to the employment of staff and volunteers. Pupils moving on to college or employment, benefit from good advice of the Connexions support service. Academic guidance is not as strong because new tracking procedures are not yet fully used, including engaging pupils in target

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Grade: 2

setting so that they know how to improve their work.

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Grade: 2

The leadership and management of the school are good. The headteacher has very effectively managed the school through a period of uncertainty and change, which has involved the amalgamation of two separate special schools. Given the scope of these changes, the improving picture in pupils' progress and the high staff morale, this has been a considerable achievement. The headteacher, along with senior staff and the governing body share a clear and positive vision for the future of the school. Given these factors the school has a good capacity to make further improvements. The development plan for the new school is well judged and has identified 6 of 11 Inspection Report: Woodfield, 26 April 2007 the correct priorities of improving pupils' progress in English and ICT throughout the school and making systems for measuring pupils' progress more rigorous. The governing body is experienced and knowledgeable and acts as a critical friend in providing

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Grade: 2

both challenge and support to the school in equal measure. The headteacher has developed a very effective senior management team who are given responsibility to ensure that the raising of pupils' attainment is a key priority. The headteacher has implemented an effective monitoring programme resulting in consistent good teaching and learning across both school sites and giving pointers for teachers on how to improve teaching further. The headteacher and governors are aware that some Key Stage 4 pupils do not have equal access to full-time permanent education and are keen to resolve this anomaly. 7 of 11 Inspection Report: Woodfield, 26 April 2007 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Woodfield, 26 April 2007

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Inspection judgements

School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements NA Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

3 How well do learners achieve? 4 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 3 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 3 The attendance of learners 2 How well learners enjoy their education 3 The extent to which learners adopt safe practices 2 The extent to which learners adopt healthy lifestyles 3 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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and interests of learners?

2 How well are learners cared for, guided and supported?

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: Woodfield, 26 April 2007

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: Woodfield, 26 April 2007

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Text from letter to pupils explaining the findings of the inspection

27 April 2007 Dear Pupils Woodfield School, Stoneleigh Road, Coventry CV4 7AB We very much enjoyed our visit to your school. Thank you to those pupils in particular whom we met and talked to and for making us feel welcome. We think your school is good. We know that the school has been through a lot of changes, but we think your headteacher, staff and governors have done a very good job in creating the new school. Everyone has worked extremely hard to make the school a good place to be and we think the school is improving very quickly. Most of you like school and feel that you are making steady progress. We agree with you and now that things have settled down, we think you will make better progress. Many of you said that you have made good progress in improving your behaviour, since being at the school. Your teachers know you well and are good at getting the best out of you. You said you liked the small classes and you feel you get more individual help from your teachers. All staff work hard

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Text from letter to pupils explaining the findings of the inspection

and do their best to look after you very well. You are taught the right things, although there could be a wider range of courses for some older students. We hope that you will continue to work hard and make the school even better. We have made three suggestions to further improve the school. • That you do better in English and using information and communication technology in a range of subjects. • The school should better use the information about how well everyone does so that your progress can be measured more carefully and that you know your academic targets. • There should be full-time education available for those pupils who attend the 'The Spinney'. Best wishes Frank Price Lead inspector 11 of 11 Inspection Report: Woodfield, 26 April 2007

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