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  • Woodlands School
    Woodview Learning Community
    Picklecombe Drive
    Off Tamerton Foliot Road
    Plymouth
    Devon
    PL6 5ES
  • Head: Mrs Andrea Hemmens
  • T 01752 300101
  • F 01752 300 102
  • E [email protected]
  • W www.woodlands.…lymouth.sch.uk/
  • A state special school for boys and girls aged from 2 to 19 with complex physical and sensory difficulties and medical needs.
  • Boarding: No
  • Local authority: Plymouth
  • Pupils: 86
  • Religion: Does not apply
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 29th November 2017
    • 2 Full inspection 4th December 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: Good on 2nd December 2010
  • Ofsted report: View the Ofsted report

What says..

On our visit we couldn’t help but smile; the children at Woodlands are happy. There was a real sense of calm, but also fun – what better way for a class to go to the library than on the ‘library train’? We watched one class set off with a choooochoooo! Music is used as a learning tool in most classes using sound beams and resonance boards. These are also used in assemblies, which are fully inclusive, a real challenge, but with signing and excellent sensory planning, it is achieved daily. ‘We have a completely different child. She was…

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What the parents say...

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What The Good Schools Guide says

Head

Since 2007, Andrea Hemmens. Joined Woodlands in 2004 as an IT teacher before taking on the senior deputy head role, and then head teacher post. Originally from Scotland, Andrea grew up in Birmingham and has gradually worked her way down to the south west. Previously at Millford School, Plymouth for 11 years, and before that at Warleigh Manor Behaviour Support School, Bath. Recently named as one of the top 10 ‘coolest headteachers’ in the Plymouth local paper, Andrea always knew she wanted to teach in special schools, never mainstream. She was one of the last to take a teaching degree course specifically in ‘teaching children with severe learning difficulties’ at the then Bristol Polytechnic (now the University of the West of England). She has never looked back. She loves the challenge, the diversity, and...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

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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

Further reading

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:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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