Archers Brook SEMH Residential School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The school's next inspection will be a graded inspection.

What is it like to attend this school?

All pupils at this school have special educational needs and/or disabilities (SEND). They all have an education, health and care (EHC) plan.

Parents, carers and pupils alike were keen to tell inspectors how happy they are to be part of this calm and welcoming community.

Pupils benefit from many opportunities ...to develop valuable social skills through structured activities, including at breaktimes. For example, they take great pride in caring for small animals and looking after the school's enticing outdoor areas.

Pupils contribute well to their local community through volunteering work. They are proud of their successes in The Duke of Edinburgh's Award scheme. Most pupils develop the confidence that they need to successfully transfer to their chosen college when they complete their compulsory education in Year 11.

Pupils typically maintain high standards of behaviour. This is particularly impressive as most pupils have previously struggled to access learning or to attend school regularly due to their SEND.

The school has high expectations of pupils' achievement.

However, inconsistencies in how well the curriculum is delivered means that, at times, these aspirations are not realised. Pupils do not build on what they already know consistently well. They do not learn as successfully as they could, particularly in reading and mathematics.

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

The school provides its pupils with an interesting and varied curriculum. There is a strong emphasis on helping pupils to overcome the barriers to learning that many of them face as a result of their SEND. Typically, the school makes clear what pupils are expected to learn and the order that this learning should take place.

This is particularly evident in key stages 2 and 3.

Despite the strengths in curriculum design, some teachers do not have the necessary subject-specific expertise to enable them to deliver the curriculum successfully. As a result, they do not identify and address gaps in pupils' knowledge consistently well before introducing new learning.

Consequently, pupils do not build on what they already know as well as they should. This hinders how well some pupils achieve, particularly in key stage 4.

The school has recently introduced a new reading curriculum that incorporates a phonics programme.

This is important because pupils often have weak reading knowledge when they join the school. Some pupils are responding to the new reading curriculum well. These pupils are developing fluency and accuracy when they read.

A lack of consistency, however, in how well staff deliver the phonics programme means that some pupils have fallen behind with their phonics knowledge. These pupils are not supported sufficiently well to catch up and, consequently, they find reading difficult because they struggle to decode unfamiliar words. This makes it harder for these pupils to access the rest of the curriculum or learn as well as they should.

The school identifies the additional needs of pupils well. Staff adhere to the school's agreed strategies to help pupils to manage their behaviour effectively. Learning is rarely disturbed as a result.

Pupils are polite and respectful. They develop resilience as they progress through the school, which increases their ability to focus on learning.

Some pupils do not attend school as regularly as they should.

However, many pupils' attendance improves considerably over time as a result of the effective support that the school provides.

The school places a high priority on pupils' wider development. Personal development and careers education are central to the curriculum.

Pupils are well prepared for the challenges that they may face when they become adults. The school supports pupils well to explore and consider the different options open to them. Pupils develop positive attitudes that will help them to cope with the demands of employment, further education, or training.

Governors are well informed about the work of the school. The school makes sure that staff workload remains manageable, especially when new initiatives are being implemented.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not ensure that staff deliver its phonics programme consistently well. As a result, some pupils do not become accurate and fluent readers as quickly as they should. This hinders how well these pupils access the wider curriculum and impacts considerably on their achievement.

The school should ensure that staff identify and address the gaps in pupils' phonics knowledge swiftly so that these pupils learn to read well. ? The school does not ensure that teachers check that pupils' knowledge is secure before introducing new learning. This means that some pupils do not build securely on what they already know.

As a result, some pupils develop misconceptions and gaps in their learning. The school should ensure that teachers are suitably equipped to check that pupils have secured the prior knowledge necessary for subsequent learning.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in March 2018.