|Name||Kings Mill School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 January 2015|
|Address||Victoria Road, Driffield, YO25 6UG|
|Religious Character||Does Not Apply|
|Number of Pupils||110 (82% boys 18% girls)|
|Percentage Free School Meals||34.8%|
|Percentage English is Not First Language||0%|
Information about this school
The school meets the needs of ninety-eight pupils aged between two and nineteen all of whom have a statement of special educational needs and/or disabilities or are currently being assessed for one. Pupils who attend come from all over the East Riding of Yorkshire with many travelling significant distances. All have learning difficulties and many have complex needs including autistic spectrum disorder (ASD), speech and language difficulties, sensory impairment, physical difficulties as well as profound and multiple learning difficulties. A slightly more than average proportion of pupils are disadvantaged (pupils known to be eligible for free school meals and those in the care of the local authority who are supported by the pupil-premium additional funding). The school is currently located on three different sites. This is due in part to a current building project which is to be completed next year which will, for the first time, bring early years to Key Stage 4 provision on one site. Children in early years and Key Stage 1 are educated in a primary school building in Gembling which is approximately eight miles away from the main school. Currently, there are ten Key Stage 1 pupils and 16 who are of nursery or reception age, 13 of whom attend part time. The 25 Key Stage 4 and sixth form students are educated at the Student Centre which is located at Driffield High school. Currently, the oldest students are 18 although it is planned that they will remain at the school until they are 19. The majority of sixth form students who attend the Student Centre also attend East Riding College completing a variety of courses linked to work-based and life skills. School staff accompany pupils at all times so this is not regarded by the school as alternative provision. A short break residential unit is located on the school site in which up to 12 pupils stay for one or two nights. The current headteacher took up post in November 2013. The assistant headteacher took up post as deputy headteacher in September 2014. An assistant headteacher has also recently been appointed. The school’s residential provision was inspected in March 2014 and was judged to be good in all areas.
Summary of key findings for parents and pupils
This is a good school. The headteacher and senior leaders have continued to build upon the good standards identified in the previous inspection report. The quality of teaching is rigorously checked and monitored. The good achievement seen at the time of the previous inspection has been maintained. Governors have a good understanding of school data. This has contributed directly to the continuation of pupils’ good progress over time. In the early years unit, children settle quickly because staff are skilled at meeting their complex needs and ensure provision offers exciting opportunities to learn and play. Students who attend the sixth form unit make good progress. As a result of a carefully planned curriculum which enables them to learn key life skills, they are well prepared for the next phase in education or the world of work. Behaviour across the school and in the residential provision is good despite the high levels of need of many of the pupils. Staff know pupils well and their insightful observational skills coupled with the consistent use of the behaviour management system, ensure any incidents of difficult behaviour are well managed. Pupils say they feel very safe when they come to school and when they stay in the residential unit. Provision of bike safety courses and a well-organised internet safety policy ensure they know how to stay safe both inside and outside school. Teaching is good overall with some examples of outstanding practice. Pupils clearly enjoy learning as evidenced by their happy smiles and their enthusiasm to join in activities set. It is not yet an outstanding school because : The most able pupils in Key Stages 2 and 3 do not not always make the best possible progress because work set for them is not always sufficiently challenging. Staff are inconsistent in their use of sign language to support pupils’ additional needs which slows progress for this group. Marking and feedback in pupils’ books does not consistently give them sufficient guidance on how to improve their work. The school must ensure that it meets the national minimum standards for residential special schools which have not been met.