Chapel Green School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils receive an exceptional standard of education and support at Chapel Green.

They develop extremely positive relationships with staff, who look after them. Staff know the pupils and their needs very well. They are skilled and confident in supporting pupils in their different stages of development.

The warmth and positivity staff show the pupils help to create an environment where pupils 'grow and become the best they can be'.

The school supports pupils with a wide range of needs and provides a curriculum that is ambitious for all. Adults set high expectations and help pupils achieve these standards.

They ensure pupils are equipped with the skills... and confidence they need to succeed academically and socially. As a result, pupils fulfil the school's vision and take pride in 'shining in the light of their achievements'.

Pupils learn how to communicate their wants and needs, whether verbally or through other methods.

Adults are skilled in supporting pupils to manage their behaviour, which ensures that pupils are generally calm and happy. When pupils do become unsettled, adults take effective action to help them. This prompt support helps pupils settle down quickly without causing undue upset to themselves or their peers.

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

Since the previous inspection, the school has successfully embedded an ambitious, new curriculum that clearly outlines the skills and knowledge pupils should acquire. All pupils have an education, health and care (EHC) plan, and the curriculum is designed thoughtfully to meet their wide-ranging needs. Younger children and pupils follow an early years and key stage one pathway, while older pupils follow one of four tailored learning routes based on their stage of development.

Each pathway is designed carefully to ensure pupils are well prepared for their next steps.

In the main, staff are highly skilled in delivering lessons that align with the curriculum's aims. They deliver learning activities that are precisely matched to pupils' starting points.

The staff's passion and enthusiasm ignite pupils' interest and encourages their engagement. For example, during a physical development session, pupils loved walking on tiptoes and using balance equipment, delighted by the high levels of praise and support from staff.

The school has implemented effective strategies for monitoring pupils' progress through the curriculum.

Staff confidently assess whether pupils are meeting their ambitious targets. They maintain detailed records to keep others informed of pupils' achievements and areas for development. Most staff use this information well to adapt lessons, ensuring pupils achieve highly.

Occasionally, adults are less confident in adapting activities precisely to pupils' needs, which can hamper pupils' progress.

The school places a strong emphasis on reading, alongside its wider communication curriculum. Pupils receive effective phonics instruction when appropriate to their needs.

They enjoy learning phonics songs and sounds, while others engage with sensory books, delighting in shiny paper and lights. A diverse selection of books supports pupils at various stages of fluency. Adults engage pupils in reading skilfully, helping them develop their vocabulary and comprehension.

Many pupils express significant enjoyment in reading and feel confident in their ability to read and communicate at a level suited to them.

The school's focus on positive reinforcement and personalised support enables pupils to develop excellent behavioural habits. The school has established clear, consistent expectations for behaviour.

These are personalised to each pupil's needs. Pupils engage in their learning activities extremely well. They show respect and patience during transitions, such as arriving at school and leaving.

At lunchtime, they are calm and happy. This positive culture significantly enhances pupils' emotional well-being and allows them to thrive.

The school's outstanding support for pupils' personal development is woven throughout its provision.

There is a strong emphasis on building independence to help pupils succeed beyond school. Pupils receive high-quality careers advice and meaningful work experience, such as volunteering in shops and cafés. Many learn essential skills, such as greeting others, communicating, and interacting with peers.

Others learn to use public transport independently. Regular trips to towns, libraries, theme parks and the Norfolk Broads help prepare pupils for life in modern Britain.

The weekly 'flourish Friday' activities allow pupils to explore their interests or develop new ones.

They enjoy a range of options, including boxing, dancing, crafts, gaming, coding, hairdressing and car maintenance. These activities help pupils build healthy habits, independence and confidence.

Leaders' and governors' relentless drive for improvement ensures exceptional provision for pupils in many areas across the school.

Their effective leadership ensures that pupils thrive in a highly supportive learning environment that nurtures both their academic progress and emotional well-being. Staff rightly feel positive and well supported.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, staff do not adapt their teaching as precisely as they could to meet all pupils' needs. As a result, some pupils do not access work that is as closely matched to their starting points as it could be. The school should ensure that staff adapt learning activities more consistently to meet pupils' individual needs, enabling pupils to achieve the highest possible outcomes.