Woodfield Academy, located in Redditch, Worcestershire, underwent an inspection on June 7 and 8, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, personal development, and leadership and management were all rated as Requires Improvement. This marked a significant decline from its previous inspection grade of Good.
Pupils at Woodfield Academy describe the school as inclusive, emphasizing respect and celebration of differences among students. The newly appointed headteacher has introduced the ethos of “#onewoodfield,” which aligns with the school’s values of compassion, resilience, respect, and responsibility. Students feel safe within the school environment and express confidence in the staff's ability to address bullying, although they acknowledge that it does occur.
The school offers a variety of extracurricular activities, including sports, art, film club, archery, and quidditch, which many students participate in. Annual residential trips and educational visits further enhance the learning experience. Pupils appreciate the extensive reward system for good behavior and adherence to school values, taking pride in the badges they can earn and the reward events available. However, students have noted that behavior in lessons is inconsistent, a sentiment echoed by school leaders. The introduction of a new behavior system is seen as a positive step towards improvement.
Despite these strengths, the school faces challenges in delivering a well-sequenced curriculum across all subjects, hindering students' ability to build on prior learning. Leaders are aware of these issues and are actively working to implement changes, but more progress is needed. The headteacher, who joined in September 2021, has a clear vision for the school and is addressing identified weaknesses with the support of a new leadership team. However, there are concerns that leaders are not always prioritizing the most impactful areas for improving student learning. Some new systems lack consistent implementation, and monitoring of these systems has not been sufficient to ensure uniform expectations among staff.
Efforts to improve the curriculum are underway, with some subjects benefiting from careful planning regarding what students should learn and when. In these areas, students are able to retain essential knowledge. However, in other subjects, the curriculum remains poorly sequenced, affecting students' ability to recall important information. Recent changes in lesson delivery methods have not yet shown the desired impact.
Teachers receive valuable information regarding students with special educational needs and disabilities, ensuring they have the necessary skills to support these pupils effectively. Reading is a priority for leaders, who have implemented a daily reading lesson and a phonics program that aids early readers in developing fluency.
Behavior management systems have been introduced to enhance classroom conduct, with both staff and students recognizing the raised expectations. However, inconsistencies in staff application of these systems persist, and the number of suspensions and permanent exclusions remains high. The introduction of a pupil support unit and nurture area aims to assist students with behavioral challenges, but these measures have not yet led to a reduction in suspensions.
While students receive education on relationships, sex, and health, there is a need for leaders to ensure that all pupils acquire essential knowledge for maintaining health and safety. The school joined the Bordesley Multi Academy Trust in April 2022, and trustees are beginning to provide the necessary support for improvement. Safeguarding arrangements are effective, with staff knowledgeable about potential risks and responsive to concerns. Overall, while Woodfield Academy has strengths, significant work is required to address the areas identified for improvement.
