Ofsted and Parent View

The school’s last Ofsted took place in June 2013.  The school’s overall effectiveness was graded as ‘Good’. Overall 4 categories were graded accordingly by Ofsted and these were:

  • Achivement of Pupils – Good
  • Quality of Teaching – Good
  • Behaviour & Safety of Pupils – Outstanding
  • Leadership & Management – Good

The summary of the key findings were:

  • Students make outstanding progress in communicating their needs and expressing choices independently
  • Parents are thrilled with the ways in which the school supports them with their children’s development at home
  • Students develop good life skills such as using a picture shopping list to select groceries from the shelves in a supermarket and cooking a healthy and tasty meal
  • Progress in reading is outstanding because each student has a highly personalised reading programme
  • Students make good progress in writing and mathematics because these are taught well.
  • The sixth form is good. Students achieve well and gain the qualifications required to join suitable college courses or community placements when they leave
  • Behaviour & Safety is outstanding and students learn how to keep themselves safe
  • All leaders, including governors, are meticulous in checking the quality of teaching and provide extensive ongoing training for teachers. This enables them to improve how they teach, raises students’ achievement and supports school improvement

What does the school need to do to improve further?

Improve the quality of teaching so that it is consistently good or better in all classes by ensuring that:

  • Teachers do not take too long to explain to students what they are expected to do in lessons and so sustain a good pace of learning at all times
  • Teachers use their knowledge of what is required to improve students’ learning and physical development during massage sessions so as to challenge them to use their feet and hands to operate switches and explore objects

Improve provision for students with autistic spectrum disorders by:

  • Ensuring all teachers are trained and supported in implementing the physical activities required to calm students with autistic spectrum disorders at the start of lessons so that they become ready to learn as quickly as possible
  • Working in an effective partnership with the local authority to fund a suitable room equipped with specialist resources to achieve this