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Kent Special Schools and Units


(Last updated Augsut 2016)

Special Schools in Kent are listed on Page One of this section, with SEN Units (Updated DEcember 2017) on Page 2. Entries are initially the designation, the OFSTED Grade for each Special School as they are published, together with the OFSTED description of the school.  You can read the full Report on each Special School at OFSTED.

OFSTED gives each school a main Grade: Outstanding, Good, Satisfactory, Notice to Improve, or Special Measures, before justifying this in more detail. I regret I am unable to comment on Independent Special Schools. 

Schools are all age and non-residential, except where otherwise specified).  

You will find a full list of Kent Special Schools and Units in the Kent Commissioning Plan, following on from Page 34. 

Details of SEN Units are on Page 2

Bower Grove School, Maidstone. Behaviour & Learning Needs; Behaviour, Emotional & Social Development Needs (Primary); Severe Communication & Interaction Difficulties (with  Autism). OFSTED Feb 2014 - Good. Some excerpts from Report - Information about the school: Bower Grove School is a special school for children and young people with behaviour and learning difficulties. The majority of pupils have complex needs and/or a diagnosis of autism; Pupils are generally admitted from nurseries and maintained schools from across Kent. All pupils have a statement of special educational needs; Just over 33% of pupils across the school are involved with the local Child and Adolescent Mental Health Services (CAMHS) as a result of their behavioural needs; The school works in partnership with many different bodies and organisations; In addition to the provision offered at Bower Grove School, a few pupils attend Satellites in a local primary school and a secondary school. A very small minority of pupils on roll at the school receive home tutoring from Write-Trak or attend alternative provisions at Kings Reach and Horizons which offer a more individually tailored programme to meet each pupil’s needs. Key findingsThis is a good school; 

Broomhill Bank School, Tunbridge Wells. Severe Communication & Interaction Difficulties.  OFSTED Dec 2013 - Good. Some excerpts: Information about the school: In this special school all students have a statement of special educational needs for severe communication and/or interaction needs (autistic spectrum disorder and/or severe specific language impairment. Significantly increasing numbers of students have additional behavioural, and emotional difficulties; Students enter the school at various starting points across all key stages. The size of student groupings varies from year to year; The majority of students are girls (PETER: because of the school's history); The proportion of students known to be eligible for the pupil premium is below average; There has been significant staff turnover since the previous inspection; The school uses a range of work placements, including in local hotels and businesses, as alternative provision to support students in Key Stage 4 and in the Further Education Department (the sixth form). Key findingsThis is a good school. Now runs an annexe in Hextable called Broomhill Bank North, which caters for children with high functioning autism, from primary age through to Sixth Form, opened in September 2015. 

Five Acre Wood School, Maidstone. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with  Autism). OFSTED Mar 2015 - an outstanding school, up from good: Some excerpts: Information about the schoolFive Acre Wood is considerably larger than the average special school. The number of pupils has grown by more than a quarter since the previous inspection.  It is a district provision for pupils with moderate, severe, profound and complex learning difficulties, and autism. The school calls each of these a phase, and this determines how pupils are grouped. Classes are determined by pupils’ age and the teaching style that they require, based on the nature and severity of their learning difficulty. All pupils have a statement of special educational needs or an education, health and care plan; The school is situated across three sites. Pupils on the main site cover the full age range. In addition, four classes of the most able pupils and students are located in two nearby mainstream schools. One Key Stage 4 class and two post-16 classes have their own accommodation at Aylesford School Sports College. One Key Stage 2 class is based in Eastborough Primary School. The secondary link is long established, while the primary one only began in January 2015; Almost half of all pupils are in Key Stages 1 and 2. There are only a small number of children in Reception and all of them attend full time; The school receives pupil premium funding for a third of its pupils, which is higher than the national average; The school’s senior leadership team was restructured with effect from January 2015 as new posts and responsibilities were established. Two heads of school were appointed, for primary and secondary respectively, and each of these is supported by an assistant headteacher who was newly appointed to that role at the same time. A third assistant headteacher is responsible for pupils’ well-being; The restructuring process also saw significant changes to middle management. Key stage leaders were replaced by five middle managers, who are referred to as lead teachers. Four of these have responsibility for a particular ‘phase’, such as autism, across the school. The fifth middle manager is the lead teacher for post-16 provision; A few pupils on the Aylesford School Sports College site attend some GCSE classes in the main school. Key Findings: This is an outstanding school; Leadership and management are outstanding. Highly effective senior leaders and an increasingly influential governing body have raised standards significantly since the previous inspection; Exceptionally good procedures for checking how well the school is doing, and drawing out the few priorities that will improve it even more, have been instrumental in driving the school’s raised performance.

Foreland School, The, BroadstairsProfound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with  Autism). OFSTED 2013 - a good school (as in 2010). Some excerpts - Information about this school: The Foreland School provides for pupils with severe, profound and multiple learning difficulties; Many pupils also have autistic spectrum disorder or medical or physical disabilities and/or sensory impairments; A growing proportion of pupils have complex learning difficulties; All pupils aged three to 19 have a statement of special educational needs - Pupils aged two and three have their needs assessed in the Nursery in order to inform the statutory assessment process; Approximately two thirds of the pupils are boys; Some pupils attend one of three classes part time in Garlinge Primary School, Hartsdown Academy or East Kent College - These classes are taught by Foreland School staff - They also attend some mainstream classes with support; The Foreland Inclusion Service, known as ‘FISS’, additionally provides outreach support to local mainstream schools; The headteacher was appointed in September 2012 and two deputy headteachers were appointed in January 2013. Key finding: This is a good school;

Foxwood School, Hythe. OFSTED Jun 2014 - Outstanding, up from Satisfactory in 2012.  Excerpts from Report - Information about the school:  Foxwood is a special school for pupils between the ages of three and 19 years old who have profound and severe learning difficulties; Very few pupils are from minority ethnic backgrounds or speak English as an additional language; Pupils at post-16 are not entered for GCSE, but take another accredited course that prepares them for life and living; The school is part of a hard federation with another special school and has been involved in a new building project where staff from both federation schools have been working closely to prepare for the move in 2015; The school has an ‘outreach team’ of 17 teaching staff who work with the Early Years Foundation Stage and pupils who need support with cognition and learning, communication and interaction, behaviour, and visual and hearing impairment. Thirty five primary schools, six secondary schools, and two pupil referral units benefit from this specialist service; The school is a centre for excellence for Early Years Foundation Stage education. Key findings: This is an outstanding school; The headteacher, senior team and governors lead the school outstandingly well. Is merging with Highview (see below) in new buildings in 2015.

 Furness School, Hextable, Closed after a 'colourful' recent history, in July 2015 and replaced on the same site by an annexe to Broomhill Bank Special School, called Broomhill Bank North, catering for day and boarding pupils with high functioning autism. 

Goldwyn Community Special School, Ashford.  Secondary. Behaviour, Emotional & Social Development Needs. OFSTED June 2014 - Outstanding, up from Good. Excerpt form Report - Some Information about this school: The school caters for secondary-age students who have autistic spectrum conditions, or behavioural, social or emotional needs. All have a statement of special educational needs; Almost all students are from a White British background, and the vast majority are boys. About 40% have joined the school later than the start of Year 7; The school enters students early to sit French GCSE so that they are then able to take Spanish GSCE two years later; The school coordinates the work of an outreach team who provide a range of special educational needs support services to local mainstream and special schools; Goldwyn has a vocational centre on site which runs courses for its own students and about 60 students from mainstream schools; The school’s Global Dimensions programme links students and staff to other schools in Europe, Africa and Asia using funding from the British Council; To extend their learning opportunities, some students spend part of each week with the following alternative providers: The Brook, Baked Boutique, Seal of Approval, Catch 22 Charity, Write Trak, Cycle Circle and Challenger Troop. Some key findingsThis is an outstanding school; The senior leadership team work very closely together. They set very high standards in pursuit of the best possible outcomes for students; The headteacher is a highly regarded leader. 

Grange Park School, WrothamSecondary. Severe Communication & Interaction Needs and Learning Difficulties; Autistic Spectrum Disorder and severe cognitive impairment. OFSTED 2012 - Good. Excerpts: Information about this school: Grange Park School is located on three sites; The main school, for secondary aged students, is contained in new, purpose-built, accommodation next door to a mainstream secondary school; Post-16 students are provided for in two separate technology colleges; All students have a statement of special educational needs for autism; The large majority of the students are boys; An above average proportion of the students are known to be eligible for the pupil premium. Key findings: This is a good school; The school has improved since its last inspection, and students from all backgrounds now achieve well thanks to good teaching; 

Harbour School, Dover. Behaviour & Learning Needs; Behaviour, Emotional & Social Development Needs (Primary). OFSTED Jan 2014: Outstanding. Some excerpts: Information about the school: The Harbour is a special school for pupils aged from six to 16 years of age, most of who are from White British backgrounds. All pupils have a statement of special educational needs. Most have complex behavioural, emotional and social difficulties and additional learning difficulties. A few have autistic spectrum disorders. Most pupils are boys; Pupils travel from a wide area across Kent to attend the school; Some Key Stage 4 pupils attend vocational courses part time at K College in Folkestone, Dover and Ashford, and at Canterbury College; The school has specialist status for behavioural, emotional and social difficulties and provides support and training services to other schools within the Dover, Deal and Sandwich cluster. Key Findings: This is an outstanding school; The quality of education and care at the Harbour is exceptionally high; Pupils start school with gaps in their learning and with very low levels of attainment for their age. They make rapid progress in all subjects as a result of exceptional teaching; 

Highview & Foxwood  School, Folkestone, a Federation of two Special Schools, OFSTED Jun 2014, Outstanding up from Good. Some excerpts: Information about the schoolThe school caters for pupils from across Kent who are supported by statements of special educational needs for their learning difficulties; All pupils have moderate and complex learning difficulties. About 40% of pupils have autistic spectrum disorders and a few others have additional sensory, physical or behavioural, social and emotional difficulties; The school has sixth form provision for pupils in Years 12 to 14; The school federated with Foxwood School, another local special school, in September 2011. The headteacher and the governing body work with both schools. Some key findingsThis is an outstanding school: Outstanding leadership and management have resulted in rapidly improving achievement over the past three years; The headteacher, very ably supported by other leaders, staff and the governing body, has a highly ambitious vision for the school;  

Ifield School, TheGravesend. Ifield School is a special school for children and young people with profound, severe and complex needs. OFSTED Feb 2014, Outstanding for the second consecutive time.See article. Some excerpts: Information about the school:Almost half of all pupils have a diagnosis of autism, and speech and language difficulties; some have complex medical needs; The sixth form is based at North West Kent College and nursery-aged children attend The King’s Farm Nursery, both being taught by Ifield staff; The school works with many different bodies and organisations, including the Gravesham Learning Partnership, Thamesview School, Hadlow College, and the Challenger Troop; In 2012, the local authority devolved the Specialist Teaching and Learning Service (STLS) to 12 special schools in Kent, of which Ifield currently manages two districts. Since this time, Ifield staff have strengthened outreach services in partnership with other schools by providing specialist staff training and resources through SMILE (Supporting Multi-Professional Inclusive Learning and Education) based at the school, for 36 Gravesham schools. It also leads on research and development in the training of new teachers in partnership with two universities;The school is located on an attractive and spacious nine acre site. There is also a six acre managed woodland area off site that provides a stimulating outside classroom. Key Findings -This is an outstanding school: Inspirational leadership by the headteacher, supported by senior and middle leaders, has created a clear vision for the future of the school, and improved learning and achievement in recent years All pupils achieve exceptionally well throughout the school because staff know each one very well. Pupils make excellent progress from their starting points. Now Federated with the nearby Kings Farm Primary School. 

Laleham Gap School, Margate. Residential and Day. Higher functioning severe Communication & Interaction Needs; Severe Communication & Interaction Needs and learning difficulties (secondary). OFSTED 2013 - Good. Excerpts from Report. Information about this school: Laleham Gap is a special school for high-functioning pupils with autism spectrum disorders and/or specific language impairment; A few pupils also have challenging behaviour difficulties linked to their autism; The school has weekly residential provision for up to 20 pupils of secondary age at the Margate site and takes pupils from the whole of Kent; The school occupies two sites five miles apart; Children in the Early Years Foundation Stage and those aged 5–11 are educated at the primary site in Broadstairs - Older pupils aged 11–16 are educated at the main school site in Margate; There is one leadership team and governing body. key findings: This is a good school; All groups of pupils, including those with additional special educational needs, achieve well; Outcomes for pupils in the residence are outstanding, preparing them extremely well for their futures; OFSTED Feb 2014. Social Care Inspection - Good. Down one. 

Meadowfield School, Sittingbourne. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with  Autism). OFSTED Nov 2014 - Outstanding, up from Good: "Meadowfield is a community special school for pupils aged four to 19, who have profound, severe and complex needs. These include profound and multiple learning difficulties, severe learning difficulties and autistic spectrum disorders. All pupils have a statement of special educational needs; There are more boys than girls. The school has Nursery provision on site, which offers observation and assessment for up to 18 children who are dual registered with mainstream nurseries. These children attend two or three sessions a week; Children attend full time in the Reception class; Forty four students aged 16 to 19 attend the sixth form. Some attend courses part time at Canterbury College and MidKent College; The school manages and provides an outreach specialist teaching and learning service for the local authority to 60 schools in the Swale area. This includes supporting teachers in other schools. A comprehensive training programme is also offered to teachers, covering many aspects related to special education; The school is working towards becoming part of a Co-operativeTrust with six other special schools in the area.

Milestone School, New Ash Green. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with  Autism). The school is an Academy, part of the  Leigh Academy Trust, based in Dartford. . OFSTED April 2016-Outstanding, for the second consecutive Inspection: Excerpt from this Inspection: "This school continues to be outstanding. The leadership team has maintained the outstanding quality of education in the school since the last inspection. You have successfully established a culture that is driven by the school’s core moral purpose so that staff work tirelessly together to ‘provide expertise to deliver a personalised curriculum for each pupil’s learning’. Ably supported by the senior leadership team, you consistently communicate the highest expectations. All staff know their place in delivering a first-class level of provision for the pupils and their families. Consequently, pupils make exceptional progress and achieve outcomes of which they, their parents and the staff are rightly proud". From the 2011 Inspection:  "Milestone is a large school when compared with other special schools, but is smaller than most mainstream schools that teach the same age groups. All pupils have statements for special educational needs or attend for assessment. Broadly, 20% of all pupils have complex medical conditions, which require specialist on-site nursing care. Broadly, 19% have profound and multiple learning difficulties. The large majority of pupils use signing to communicate and a high proportion have a diagnosis of autism. Most pupils come from a 20 mile radius although some come from other local authorities. The school has an Early Years Foundation Stage, which is made up of a Nursery and Reception class. There is also a sixth form, which includes a further education centre. Further education was not part of this inspection"

Oakley School, Tunbridge Wells. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with  Autism). OFSTED 2013 - Requires Improvement. Excerpts From Report. Information about this school: -This is a special school situated on a split site, with the primary and secondary sections seven miles apart; About a quarter of the pupils are girls; Since the previous inspection, the school has experienced a period of turbulence with major changes; The headteacher had been in post for only eleven and a half weeks prior to this inspection; Many staff are new in post and half the governing body is also new; All pupils have a statement of special educational needs; About three quarters of pupils have severe learning difficulties (SLD), moderate learning difficulties (MLD), or are on the autistic spectrum (AS) - The rest have complex medical and physical needs; A large proportion of pupils have underlying speech, language and communication difficulties and a few have motor skills difficulties; The school offers outdoor learning, advice, support and training through the Woodland Learning Lodge for its pupils, schools and colleges within its community - This is an outreach service. Key findings. This is a school that requires improvement. 

Orchard School, The, Canterbury. Behaviour & Learning Needs: Behaviour, Emotional and Social Development Needs (4-19) OFSTED October 2013 - Requires Improvement. Excerpts from Report: Information about the school: The Orchard is a school for up to 96 pupils aged five to 16 who have behavioural, social and emotional difficulties. All have a statement of special educational needs. Some have additional needs such as autistic spectrum disorder or learning difficulties; Almost all of the pupils are boys; The majority of students are White British. Approximately four fifths of the pupils are eligible for pupil premium funding (additional funding given by the government for students who are eligible for free school meals, students from service families and those in care), which is much higher than the national average.  Four fifths of the pupils join or leave the school at different stages of their school career. This is much higher than the national average; Some Key Stage 4 students attend placements at the Challenger Troop Community Interest Company, the Goldwyn School in Kent and at Canterbury College.Key finding This is a school that Requires Improvement. 

Portal House School, Dover. Behaviour, Emotional & Social Difficulties (Secondary). OFSTED June 2015 - A good school, no change for 2012: "Portal House School is a special school that caters for secondary-aged students with behavioural, emotional and social difficulties. A significant proportion of students have underlying complex mental and learning needs, including autism.All students have a statement of special education needs. More than half of students did not join the school in Year 7. A significant proportion of students have gaps in their education because they had not attended school for six months to two years prior to their entry to the school. Although designated as mixed, this school has not had girls on its roll in the last five years. More than twice the proportion of students compared to the national average are supported by the pupil premium.  A significant number of students are looked after by the local authority."

Ridge View School, Tonbridge. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with  Autism). OFSTED 2011. A Good School. "Ridge View School provides for pupils with profound, multiple, and severe learning difficulties and autistic spectrum disorders. Over a half has autistic spectrum disorders as a primary need. In addition, many have a range of complex needs including sensory impairment, hearing impairment, physical impairment and delayed cognitive development. All except for six children in the Oakridge Assessment nursery have a statement of special educational needs and a high proportion use alternative or augmentative methods of communication. Apart from attending Ridge View, nursery children enter a variety of other special schools, specialist mainstream schools and mainstream provisions. Almost all pupils are White British. Boys outnumber girls by two to one" 

Rowhill School, Longfield. Behaviour & Learning Needs; Behaviour, Emotional & Social Development Needs (Primary). OFSTED May 2014 -Requires Improvement "Rowhill is a larger than average special school, in which the vast majority of pupils are boys; Approximately two thirds of pupils are of secondary school age; All pupils have a statement of special educational needs that is primarily for their behavioural, social and emotional difficulties. However, a significant number of pupils also have additional needs associated with, for instance, their autism or speech and language difficulties; Many pupils receive support from other agencies, such as social services, the youth offending service, and child and adolescent mental health services. More than a tenth of pupils are children who are looked after by the local authority; Three of the four senior leaders, including the headteacher, have been appointed to their post since the previous inspection. The Chair of the Governing Body is also new to the role; The school receives the pupil premium for almost three quarters of pupils, which is well above the national average;  Key Stages 3 and 4 pupils receive part of their education in other settings, such as Hadlow College, Challenger Troop and the Archway Project; The school is the base for one of the local authority’s specialist teaching and learning services, which is a partnership between educational services and other agencies that work with children with special educational needs, their families and schools. It is managed by the headteacher of a different special school".

St Anthony's School, MargateBehaviour & Learning Needs; Behaviour, Emotional & Social Development Needs (Primary). OFSTED 2011. A good school: "St Anthony’s, originally a school for pupils with moderate learning difficulties, is now catering for pupils who have both behavioural and learning difficulties. In the last two years, pupils with more complex difficulties, such as being on the autistic spectrum, have also been admitted. Within the primary department, there is provision for up to 12 pupils with behavioural, emotional and social difficulties. Currently there are six such pupils. The number of pupils admitted who are in the care of the local authority is well above the national average and the proportion of pupils known to be eligible for free school meals is above average. Boys outnumber girls by a ratio of four to one". 

St Nicholas' School, Canterbury. OFSTED 2014. Good. Excerpts from Report - Information about the schoolSt Nicholas School is a special school for children and young people with severe and profound learning difficulties. The majority of pupils have a diagnosis of autism and/or complex physical and sensory needs; In addition to the provision offered at St Nicholas School, a few pupils attend satellite classes in four local secondary schools; Students in the sixth form attend classes at Canterbury College on a full-time basis; Due to their complex medical needs, a very small minority of pupils on roll at the school receive home tutoring from the St Nicholas School outreach service. Key FindingsThis is a good school; Leadership and management are good. Through robust monitoring, the headteacher and senior team have improved the quality of teaching and learning; Pupils make good progress over time, particularly in English and mathematics. They make significant gains in their personal and social development because of the excellent enrichment activities that are available; Children make outstanding progress in the Early Years Foundation Stage; The sixth form is outstanding and provides excellent opportunities for students to put their work skills into practice in the local community; The school has developed an innovative range of strategies and methods to meet the needs of the less able pupils very well; Good teaching successfully ensures that the majority of pupils make good progress in literacy and numeracy; Pupils are kept safe and their behaviour is good as a result of effective management and the sensitive care and support provided by staff; Effective partnerships with other educational providers enhance the excellent range of lessons; The governing body has made significant improvements to its organisation and work since the last inspection, and is now well placed to support and challenge the school to improve even further.

Stone Bay School, Broadstairs. Secondary. Combination of Autistic Spectrum Disorder and severe cognitive impairment; Severe Communication & Interaction Needs and Learning Difficulties

 Valence School, Westerham. Residential and Day. Physical, Sensory and Medical Needs. OFSTED Nov 2013 - Good. Some excerpts - Information about the schoolAll pupils have a statement of special educational needs for physical difficulties. A significant proportion has complex medical, health and communication difficulties; Pupils enter the school at various starting points across all key stages. Pupil groupings vary in size from year to year; Pupils are taught in mixed-aged classes across the school due to the varying numbers in each year group; The majority of pupils are boys; A large number of pupils use the school’s residential provision on week days during the school terms. Each boarder has a personalised package of time and support in the residential provision; There has been significant staff turnover since the previous inspection including at middle leadership level; The school has specialist status for sports. Key findings -This is a good school: In relation to their starting points, pupils make good and sometimes exceptional progress, particularly in their communication skills and personal development; Teaching is mainly good and some is outstanding. There are excellent and caring relationships between staff and pupils; Children in the Early Years Foundation Stage make rapid progress from very low starting points; The sixth form is good. It ensures pupils are well prepared for the next stage of their lives; Spiritual, moral, social and cultural development is promoted exceptionally well especially through opportunities to learn and play sport with mainstream pupils; Pupils’ behaviour is good because they enjoy coming to school and want to learn; The school meets the national minimum standards for residential special schools; Residential pupils feel safe and are confident in the knowledge that they can share any concerns they may have with staff; The headteacher and senior staff lead the school well. They robustly monitor standards and ensure that teaching continues to improve; The governors provide a good level of challenge and support to leaders. They ensure that government funding is well spent for the benefit of all groups of pupils; All staff, including residential, medical and therapy staff, work highly effectively to provide all-round care and support that fully meet the personal and learning needs of each pupil. 

 Wyvern School, Ashford. Profound, Severe or Complex Needs; Severe Communication & Interaction Needs and Learning Difficulties (with  Autism). Some excerpts from a Special Inspection by OFSTED Jun 2011: The inspection was carried out by two of Her Majesty’s Inspectors in response to complaints made to Ofsted which raised serious concerns. These were deemed to be qualifying complaints that warranted further consideration under Ofsted’s powers to investigate complaints about schools. As a result of the investigation Her Majesty’s Chief Inspector decided that an inspection of the school should take place to follow up the issues that were raised. Inspectors sought to evaluate pupils’ well-being and safety, including the management of their behaviour and their physical needs. Having considered all the evidence I am of the opinion that pupils’ wellbeing is adequate and the school has appropriate procedures to keep them safe. There are some weaknesses in the quality of support that staff give to pupils to help them to manage and improve their own behaviour. However, the school has recently started to make satisfactory progress in tackling these aspects. Senior leaders are
developing a strategic view of issues that is usefully beginning to inform practice. The actions that the headteacher and heads of education have taken so far and their appropriate written plans for the next steps demonstrate that the school has a satisfactory capacity to improve further. Relationships between staff and pupils, and between pupils, are largely positive. Pupils appear to be relaxed both in lessons and during unstructured times, and they relate well to teachers and teaching assistants. When pupils are given interesting opportunities to learn they respond well and try hard to concentrate.
Both sites of the school had a calm atmosphere throughout the inspection. Routines are clear, for example, when pupils move from one area of the school to another they know what to expect and what is expected of them. Lunchtimes for all age groups were calm and pleasant. At break-times pupils played co-operatively with each other or chatted together in pairs or groups. Staff helped younger pupils to learn new play skills, and older pupils were supported to interact positively with each other as needed. The high ratio of staff to pupils results in a suitable level of supervision to keep pupils safe. Individual pupils’ records are used to ensure that welfare concerns are followed up with appropriate partners. The school is committed to involving parents more fully in their children’s education and the life of the school. The school has recently updated its behaviour management policy. This has some useful elements but does not fully reflect current government guidance and is not altogether suitable for the school’s current population. The local authority’s recent review has crucially highlighted to the school the need to ensure that staff feel confident to intervene appropriately with pupils, including to ensure their physical safety. Almost all the longer-established staff have recently completed appropriate training to refresh their skills in using physical intervention, and newer staff have completed their initial training in this aspect. The management of pupils’ behaviour is not consistent, either across the two sites or from lesson to lesson. In lessons, pupils’ behaviour was generally at least satisfactory. Where pupils did not engage with the lesson, staff re-engaged most of them appropriately. The development of communication skills does not sufficiently underpin the management of behaviour and there is no consistent approach to developing the communication skills of pupils who have more complex needs.

Go to the following page for details of SEN Units

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Last modified on Tuesday, 12 December 2017 05:52
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