|Name||Dame Hannah Rogers School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 November 2016|
|Address||Woodland Road, Ivybridge, Devon, PL21 9HQ|
|Religious Character||Does Not Apply|
|Number of Pupils||12 (41% boys 59% girls)|
|Percentage Free School Meals||0%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
The school does not meet requirements on the publication of information about its use of government funding on its website. Dame Hannah Rogers is a small school, which provides education for pupils who have profound and multiple learning difficulties. Nearly all pupils are profoundly disabled, use non-verbal forms of communication and have complex medical and sensory impairments. The Nursery provision is being developed and does not have any children on roll. All pupils have education, health and care plans or statements of special educational needs. All pupils are of White British heritage. The proportion of pupils known to be eligible for the pupil premium is above average. No pupils attend off-site provision and the school does not use any alternative providers.
Summary of key findings for parents and pupils
This is a good school The headteacher’s determined leadership has driven the school forward at a good pace. As a result, the school has improved well since the previous inspection. The quality of teaching, learning and assessment is good. The strong sense of community within the school results in a staff team that works closely together to enable pupils to develop their skills well. Staff members’ very secure knowledge of pupils’ special educational and medical needs is used well to plan pupils’ learning experiences. Because of this, each individual’s needs are met within the wide range of activities. Pupils make good progress, particularly in the use of technology to support their communication skills. They concentrate for increasingly longer periods of time and work hard in lessons. Pupils’ health and well-being is a priority for the school. Pupils are very well cared for. The work of the therapy and medical teams is effectively entwined within pupils’ education so that their learning targets are promoted well in all activities. The very welcoming environment is calm and purposeful and pupils show real delight as they arrive to school and participate in activities. Safeguarding arrangements are effective. All staff are well trained in keeping pupils safe and are vigilant in ensuring that any concerns are reported to the relevant staff. Governors have responded effectively to the support they have received since the previous inspection. Systems are now more robust to ensure that they are well informed and challenge the school. Pupils’ progress is occasionally slowed because : extension tasks do not stretch pupils sufficiently, particularly for the most able pupils. Teachers do not use the information they have to move learning on quickly enough if pupils have achieved their targets. Governors are not gaining sufficient information on the strengths and weaknesses of the school from the new approach to reporting. This reduces their ability to plan for key areas of development. Leaders and governors have not ensured that the school’s website meets requirements in reporting how the school spends government funding. Students in post-16 provision make good progress in their learning and achieve well in the courses they undertake.