Barrs Court School

Highlights from Latest Inspection

What is it like to attend this school?

Barrs Court School is a special place to be. Pupils learn from the moment they arrive in school until they leave at the end of the day.

Staff treat pupils with dignity and respect. As a result, pupils respect staff and show empathy to each other. Pupils know that staff look after them well.

They say they have an adult in school they can talk to if they have any concerns.

At the heart of the school's work is leaders' determination that all pupils will make good choices, communicate well and identify and deal with any difficulties they may face. This is seen in all aspects of school life.

Staff are aware of the smallest signs that pupils may be finding... things tricky and take proactive steps to help pupils to manage this. Pupils are supported very well to manage their own behaviour.

Staff expect all pupils to be as independent as they can be.

They make sure that all pupils are taught to express their opinions and make choices. Pupils choose from the considerable number of extra-curricular opportunities activities that are designed to match their interests. All pupils have the opportunity to attend a week's residential where they take part in group activities to challenge and inspire them.

For many pupils, this is the first time they have been away from home.

Leaders and staff work effectively with parents, who are very positive about the education their children receive.

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

Staff have high ambitions for their pupils.

They make sure that all pupils have the highest quality education so that they can be prepared well for adulthood. Staff know pupils' needs extremely well. They use this understanding to create a positive environment in which pupils continually thrive.

Leaders have carefully identified the important things that pupils should know. Highly effective teachers and expert teaching assistants adapt lessons so that all pupils are able to learn this information. For example, in personal, social and health education (PSHE) lessons, pupils are taught about healthy relationships.

Some pupils learn about how to identify safe adults, and others are supported to express their views about what they like or do not like, using suitable communication aids. This makes sure that pupils can communicate clearly if things go wrong. Teachers have excellent subject knowledge.

They use assessment well to identify the small steps of progress that pupils make. Staff are persistent. They make sure that all pupils can show that they know what has been taught before they move on.

Leaders are determined to make sure that all pupils can read. In key stage 3, pupils learn phonics. Teaching is carefully adapted to the needs of the pupils.

Some pupils learn about how to track objects to prepare them for reading. Other pupils learn phonics sounds and use their communication aids to show their knowledge. Pupils who read more fluently read books that carefully match sounds and that are appropriate to their individual needs.

In key stage 4, pupils who cannot read fluently continue to learn how to decode words and this is applied to what they will need in adulthood. They learn to read useful signs and to complete basic forms.

Pupils are thoroughly prepared for their next steps.

Pupils develop their talents and interests through an extensive wider curriculum offer. They make choices about what they would like to do. For example, older pupils are supported to develop their own interests, take part in social activities or join the leisure centre as this helps prepare them for adulthood.

Teachers run a range of exciting lunchtime clubs to meet pupils' needs. Some younger pupils attend a gardening club, which supports their sensory needs and makes sure that they are ready to learn in the afternoon. The popular music club is attended by many pupils, some with communication aids.

Most pupils participate in the annual show at the local theatre. Pupils perform or work backstage. This helps pupils become more confident and resilient.

Careers provision is a real strength. As soon as they join the school, all pupils learn about careers. They explore their talents and aspirations and find out about ambitious future pathways In Years 10 and 11, all pupils go on work experience.

They choose where they would like to go and are interviewed for the position they have applied for. All pupils attend an annual careers fair, where local colleges and providers attend the school for the day. Pupils are challenged to have high aspirations for their future.

Barrs Court School is a busy school. Staff work hard. They say that leaders are mindful of their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise keeping pupils safe. Staff are clear about their roles and responsibilities in safeguarding.

They are well trained and report all concerns, no matter how small. This vigilance means that leaders are proactive in seeking the right support for pupils. Leaders are relentless in challenging other agencies if they think that they are not providing the right help.

Pupils are taught to keep safe. They are taught about consent and learn how to identify and name feelings or behaviours that upset them. Leaders make sure that all adults who work in the school have the right checks.