The school caters for pupils from across Bexley who are supported by a statement of special educational needs or an education, health and care plan, for their moderate learning difficulties and autistic spectrum disorders. Pupils have a wide range of attainment when they enter the school. The school was last inspected by Ofsted in December 2013. It has undergone significant change since the last inspection. The school has moved its main site from Halt Robin Road, Belvedere to Colyers Lane, Erith. The interim executive headteacher joined the school in January 2015. A new interim head of school has been recently appointed in April 2016, along with a special educational needs coordinator who joined the school in January 2016. Just over half of pupils also have additional autistic spectrum disorders. Just under half of pupils have moderate learning difficulties and a few others have severe learning difficulties. Most pupils are White British. A few are from African, Asian or Black Caribbean backgrounds and a small proportion speak English as an additional language. There are far more boys than girls. The proportion of pupils eligible for the pupil premium (additional government funding which supports pupils who are known to be eligible for free school meals and those looked after by the local authority) is well above average. A proportion of pupils study vocational courses in the secondary school, including art, life skills, sports, food technology and construction. The school has recently developed a sixth form. Students on the 16 to 19 study programmes experience both academic and vocational courses, including literacy, numeracy and life skills. Catch-up funding and the primary sports premium are used to support pupils in school. The school meets requirements on the publication of specified information on its website. Inspection report: Woodside School, 17–18 May 2016 7 of 9 Information about this inspection Inspectors visited 30 classes across all sites, age phases and subjects, where they looked at pupils’ work in books and files, observed learning and considered the impact of teaching. Many classes were jointly visited with a member of the senior leadership team. Inspectors also attended registration. They discussed learning with senior leaders and observed their feedback to staff. Inspectors held meetings with the interim executive headteacher, the head of school, senior and middle leaders, a range of staff, including support staff, and groups of pupils. Discussions took place with parents, the chair and vice-chair of the governing board and representatives from the local authority. Inspectors scrutinised a wide range of documentation including the work of pupils and students, assessment information, the school’s self-evaluation and records relating to the quality of teaching and the management of teachers’ performance. Inspectors also reviewed records relating to pupils’ behaviour and attendance, and checked the school’s records relating to safeguarding. Inspectors took into account 16 parents’ responses to Ofsted’s online questionnaire, Parent View, and the views of staff and pupils.