Barndale House School

Highlights from Latest Inspection

What is it like to attend this school?

This school has been through a difficult period. However, since the arrival of the new headteacher in September 2019, the school is improving at a pace.

The headteacher knows the pupils well and has made sure that they are safe in school. Pupils like and trust him. Pupils talk about changes made that help them, for example in being kind to others and being polite to everyone.

Nevertheless, pupils' learning and experiences of school are varied. Behaviour in some classes is not calm or well managed, which does not support pupils' learning.

Some pupils enjoy experiences such as hosting radio shows and taking part in forest schools.

During the inspection..., older pupils were enjoying preparing for the upcoming pantomime performance.

Pupils feel safe. Most are happy at school.

They attend regularly. Pupils are confident that bullying does not take place, but understand that some pupils find it hard to understand how to 'be a good friend'. Pupils are confident that adults will help them if they are concerned.

Pupils receive the social support they need.

There are some positive changes taking place in school. For example, there has been a stronger focus on training for staff around safeguarding and promoting more positive behaviour.

What does the school do well and what does it need to do better?

The quality of education is variable. Sometimes, pupils experience disconnected activities rather than a well-designed and coherent curriculum. Teachers generally take account of pupils' individual needs and targets.

However, sometimes they do not make sure that pupils' next steps are as precise as they could be.

The new headteacher has set about making improvements in school. He has improved the policies, training and records relating to safeguarding.

He has developed a new curriculum. The way that this is delivered in classrooms is varied. School leaders know this and are working to improve this further.

Until very recently, adults have not been given sufficient training to adapt the curriculum to meet the needs of the pupils. They did not provide carefully considered learning activities to help pupils make small but important steps of progress. This has improved.

However, expectations of what pupils can achieve across subjects are not consistently high. Sometimes, pupils complete the same activity, even if the task is too easy. Teachers' subject knowledge is too variable.

Not all school staff are yet aware of how to support children to develop reading skills. Some children need to develop their phonic knowledge further to help them to learn to read. The books they are reading are not well matched to their reading ability.

For pupils who are developing basic communication skills, teachers use a variety of strategies to help them to express their needs.

Leaders have not trained staff well enough to manage the behaviour expectations in classrooms. There is a lack of consistency between staff.

This had led to areas in school not being calm places of learning. Some pupils are unsettled. Older pupils spoke about days when behaviour was weaker in class as the teacher for that day did not manage the behaviour in the way that other adults do.

The headteacher is aware of this and has plans to support staff to develop the skills they need.

Leaders and teachers cater for many aspects of pupils' personal development successfully. For example, in the sixth form, students develop independence skills through lessons and community visits.

Some host a show on a local radio station. For some in the sixth form, assessment has been used to design a meaningful curriculum. However, for others, the curriculum does not offer enough challenge or reflect their ability.

Leaders work closely with local colleges and external careers guidance professionals to support students' successful transition to the next stage of education or suitable meaningful provision.

Provision in early years has been poor. In the past, children were often given a jumbled, unconnected series of activities.

Now, activities that are planned for individual children are more closely linked to targets in their education, health and care (EHC) plans. Children are safe, respected and well cared for.

The headteacher has accurately identified the strengths of the school and where it needs to improve.

Teachers welcome the improvements that the new headteacher has made. The school has faced challenges in the past that have affected staff morale. Most staff expressed their understanding that some things needed to improve.

Governors and school leaders are keen to accept the help on offer from the local authority. One member of staff explained that there was 'a lot to do'. The school is on the right track.

Safeguarding

The arrangements for safeguarding are effective.

Staff know the pupils and families well. Leaders take pupils' welfare seriously.

They have updated policies and practices in school. The training for staff has become more robust. Staff act quickly to report concerns.

The headteacher works effectively with external agencies. He is persistent in making sure that pupils get the support they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Curriculum plans are not firmly established.

Plans, which are in their early stages, have yet to be refined or implemented consistently. Pupils have not been taught in a way that builds on their previous knowledge until recently. They have gaps in their skills as a result.

Leaders need to make sure that comprehensive plans are in place and adhered to by all teachers. . The assessment of pupils' skills and knowledge is variable.

Assessment has sometimes been based on work that has been over-supported by staff or for which targets have been too easy. Leaders need to make sure that assessment is accurate and that it is used effectively to help individual pupils to reach their potential. .

Reading books are not well matched to pupils' reading ability because the required books are not available to the teaching staff. This means that pupils are not developing their reading skills as well as they could. Leaders need to establish which resources are needed and ensure that these resources are available.

. Behaviour in classrooms is not always conducive to learning. Leaders need to make sure that there is a better understanding among teachers and support staff around creating a calm classroom that supports pupils' positive behaviour for learning.