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This is a good school Leaders' self-evaluation of school effectiveness is accurate. The headteacher and deputy headteachers have established a thoughtful, individualised approach which matches the needs of pupils extremely well. Since its formation, the school has successfully strengthened its leadership capacity.
Leaders have improved the quality of teaching, learning and assessment. Nevertheless, new middle leaders are not yet contributing fully to all aspects of the school's development. Pupils study a balanced curriculum that gives appropriate emphasis to developing pupils' independence and confidence.
Leaders carefully review the curriculum, making approp...riate adaptations. However, pupils' progress in writing is highly variable. Safeguarding is effective.
Staff give great attention to the individual needs of each pupil. This means that pupils feel safe and enjoy school. Pupils make secure progress, both academically and in their personal and social development.
However, leaders do not yet make full use of school performance information to show the positive impact that they are having on pupils' achievement. The quality of teaching and learning is good. Staff know their pupils extremely well.
Leaders ensure that teachers plan carefully to meet the individual needs of pupils. Leaders work closely with families to ensure that children in the early years settle into school quickly. As a result, children, including those who have very complex needs, get off to a good start.
The post-16 provision successfully prepares students for adulthood and life beyond school. Leaders ensure that students achieve well and become more independent. Pupils' behaviour is good.
Strong relationships between staff and pupils enable pupils, including those who have previously had difficulty in managing their behaviour, to improve. As a result, behaviour rarely disrupts lessons. Governors have a strong understanding of the effectiveness of the school.
They are knowledgeable and provide appropriate challenge and support for school leaders.
Information about this school
The school opened in 2016 following the amalgamation of Maplewood School and Chiltern Gate School. The school operates across a split site.
The school provides education for pupils who have moderate, severe, profound and multiple learning difficulties. Many pupils have one or more additional needs, including autism spectrum disorders, medical needs, sensory impairments, and social, emotional and mental health difficulties. All pupils have an education, health and care plan.
Currently, the school has six children in the early years. The school has a higher than average proportion of pupils who speak English as an additional language. The proportion of pupils who are eligible for pupil premium funding is below average.
