|Ofsted Inspection Rating||Outstanding|
|Inspection Date||19 March 2013|
|Address||Alma Road, Winton, Bournemouth, Dorset, BH9 1AJ|
|Religious Character||Does Not Apply|
|Number of Pupils||323 (74% boys 26% girls)|
|Local Authority||Bournemouth, Christchurch and Poole Council|
|Percentage Free School Meals||33.6%|
|Percentage English is Not First Language||8.7%|
Information about this school
Linwood School is a special school which provides education for students with a wide range of needs, including autistic spectrum conditions and moderate, severe and profound and multiple learning difficulties. About two thirds of students are boys and a few students have additional behavioural, emotional and social difficulties. All students have a statement of special educational needs and attend from Bournemouth and the surrounding area. The proportion of students known to be eligible for the pupil premium (additional funding made available by the government for looked after children, students known to be eligible for free school meals or those with parents or carers in the armed services) is above average. The school has responsibility for managing the local authority’s learning support service. The school is a National Support School and a Leading Edge School, forming part of a national network for high performing schools which offer advice and support to other schools. It also has specialist status for cognition and learning and provides training in aspects of special education to local schools.
Summary of key findings for parents and pupils
This is an outstanding school Pupils’ achievement is outstanding because all pupils, whatever their learning difficulty or disability, are given work that stretches them. Also, pupils benefit from the very wide range of learning experiences provided by the school. The very strong team of senior leaders and governors continually challenges the school to get even better. They have a very good understanding of the school’s strengths and the next steps needed to improve further. The trusting and respectful relationships that exist between staff and students underpin pupils’ outstanding behaviour and safety. Outstanding teaching is based on teachers’ excellent knowledge of successful approaches for disabled pupils and those who have special educational needs. This expertise is used very effectively to support other schools and to establish close links with the wider community. Teachers and support staff use a range of resources and strategies which are very effective in helping develop pupils’ communication skills. Teachers give pupils time to help them make choices. In a few lessons the pace of learning slows because : pupils have to wait their turn for a little too long. The school works very closely with parents and carers and therapists to ensure everyone pulls together to help maximise pupils’ learning. Parents and carers hold very positive views of the school and value the support they receive from the school. Provision for pupils with an autistic spectrum condition is exceptional. Staff are particularly successful in helping pupils manage their anxious behaviour and deal with change. The checking and recording of pupils’ progress is exemplary from the Early Years Foundation Stage to Year 11. Although when setting targets for improvement, teachers do not always distinguish clearly between good and outstanding progress. The sixth form is good. A very appropriate programme is successful in developing students’ skills for independent living. In a few areas, the recording of students’ progress does not always link closely with the information passed on at the end of Year 11 to ensure all the gains students make in their learning are captured fully. Provision for students’ spiritual, moral, social and cultural development is outstanding. Students leave school having become much more confident, independent and socially aware young people.