Brantridge School


Name Brantridge School
Website http://www.brantridge-school.co.uk
Ofsted Inspection Rating Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 17 October 2017
Address Staplefield Place, Staplefield, Haywards Heath, West Sussex, RH17 6EQ
Phone Number 01444400228
Type Academy (special)
Age Range 6-11
Religious Character Does not apply
Gender Boys
Number of Pupils 33 (100% boys)
Academy Sponsor Orchard Hill College Academy Trust
Local Authority West Sussex
Percentage Free School Meals 42.4%
Percentage English is Not First Language 3%
Persisitent Absence 17%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. Brantridge School is a school for pupils with social, emotional and mental health needs and for pupils who have autistic spectrum disorder. The school is part of the Radius Trust. However, there is currently an academy order which means the school will shortly become part of the Orchard Hill College Academy Trust. Since the last inspection two headteachers have left the school and there are currently interim arrangements in place. All pupils have either a statement of special educational needs or an education, health and care plan. The proportion of the pupils eligible for the pupil premium is about three quarters of the school population, which is much higher when compared with national figures. The proportion of pupils from minority ethnic groups is average. However, the proportion of pupils who speak English as an additional language is below average when compared with national figures. No pupils access alternative provision. There is residential provision for around a quarter of the pupils. This inspection was aligned with a progress monitoring inspection of the residential provision.

Summary of key findings for parents and pupils

This is a school that requires improvement Since the last inspection, regular changes in senior leadership positions, coupled with poor governance, have resulted in a decline in standards. Despite new interim leaders bringing about some rapid improvement, historical weaknesses have left a legacy of low expectation, weak appraisal of staff performance and disjointed approaches to checking the effectiveness of the school. Leaders’ checks and evaluations of the school’s effectiveness are sometimes overgenerous or underdeveloped. Interim leaders’ plans for improvement are not finalised. Despite quickly getting to grips with behaviour and safeguarding arrangements, interim leaders’ plans to improve teaching are underdeveloped. Other leaders, including subject leaders, are not as effective as they could be. Weak appraisal means their potential has not been realised. Teaching is inconsistent. Teachers’ expectations of pupils’ learning are not ambitious enough. Pupils’ work is often formulaic and unchallenging. Therefore, pupils’ progress is not as strong as it could be. Leaders have taken effective action to improve how staff manage pupils’ behaviour. However, these changes are not embedded. Consequently, there remains a reliance on restraining pupils, and exclusions remain too frequent. Pupils’ attendance is not improving. Pupils are safe. However, some safeguarding arrangements are not as embedded as they should be. Recent changes to leadership have resulted in some much needed improvements. However, the quality of some record-keeping still needs improving. The school has the following strengths The interim leadership team has had a significant impact in a very short amount of time. Staff are fully behind the high expectations that are now being set. The curriculum has a number of strengths. Outdoor learning and the use of therapies help to ensure elements of the curriculum on offer are well designed for the pupils’ needs. Some teaching is of a high standard. Where this is the case, pupils make better progress. Strong pastoral relationships underpin a strong sense of community at the school. Staff share a commitment to do what is right for the pupils.