- Woodlands School
- Head: Ms Anna Smakowska
- T 020 8381 2188
- F 020 8731 2360
- E [email protected]
- W www.woodlands.harrow.sch.uk
- A state special school for boys and girls aged from 3 to 11. Type of SEN provision: ASD - Autistic Spectrum Disorder; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
- Boarding: No
- Local authority: Harrow
- Pupils: 121
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- Outcomes for children and learners Outstanding 2
- Quality of teaching, learning and assessment Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 6th February 2018
- 2 Full inspection 7th June 2013
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Outstanding on 10th December 2009
- Ofsted report: View the Ofsted report
What the parents say...
No comments received for Woodlands School
Please login to post a comment.
Overall school performance (for comparison or review only)
Special Education Needs
Woodlands is a purpose built school catering for pupils with a range of learning needs including severe and complex learning difficulties and autistic spectrum disorder. Woodlands School shares a campus with Little Stanmore, a first and middle school. The two schools are joined together allowing for the development of an inclusive partnership. Both are fully accessible and provide pupils with a variety of learning environments. Woodlands School has specialist resources which include a hydrotherapy pool with sound and light equipment, a sensory studio, a soft play room and music room. Specialist technology, science and art rooms are shared with Little Stanmore and provide further opportunities for inclusive learning. Children from both schools also have the opportunity to play together on outside play areas. We believe that our curriculum should meet the needs of our learners by offering them access to a wide range of opportunities through which they can develop their individual skills, knowledge and understanding. In order to achieve this, our work is based on the framework of the national curriculum. We also believe that the children at Woodlands have specific needs and that these needs must also be addressed in many different ways if they are to make progress. In each class, the environment and delivery of the curriculum is managed in a specific manner eg using workstations in a highly structured way or using a much more sensory approach to learning. The school also has access to specialist supports from the LA Sensory and Communication Team. At Woodlands we are guided by our vision in all that we do for pupils. We will create an environment that challenges us to learn about the world we live in through rich and varied experiences.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty||Y|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty||Y|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year