Columbus School and College

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending school. They thrive in the school's welcoming and inclusive ethos.

Pupils join the school with considerable difficulties with speech and language. During their time at school, they develop strong communication skills and engage well with learning.

Starting in the early years, pupils delight in exploring the world through the well-considered learning activities at the school.

Students in the sixth form demonstrate the best of what the school offers. They are self-assured and keen to learn. Students gain the knowledge and accreditation they need to be ready for their next steps as capable young adults.

Pupils understand the school...'s high expectations for their behaviour. They develop strong relationships with staff and other pupils. In social situations, pupils show confidence and care for others.

They follow the daily routines and respond well to adults' guidance. Pupils receive high-quality pastoral support. When struggling to regulate behaviour or emotions, pupils work well with trusted staff who give them the assistance they need.

This helps pupils to regain calm and return to learning.

Pupils value and benefit from the opportunities at school to take responsibility. The student council enthusiastically contribute their ideas about how to improve the school.

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

Since the previous inspection, the school has been redesigning its curriculum. This work is not yet finished. Leaders and staff share a commitment to provide each pupil with a curriculum that meets their needs.

Pupils follow well-planned pathways that combine academic ambition with support for their complex needs. For students in the sixth form, the school provides curriculum pathways that lead to appropriate accreditations to support their ambitions for the future.

Staff deliver the curriculum effectively.

They check how well pupils are learning and provide timely support when pupils are not making suitable progress. Many areas of the curriculum are planned so that teachers provide opportunities for pupils to review what has previously been taught. When this happens, pupils learn what is intended.

On occasion in some subjects, teachers do not know what knowledge must be reviewed to help pupils remember over time. As a result, teachers sometimes do not go back over previously taught material. When this is the case, pupils sometimes forget important knowledge.

The school provides staff specialist training and detailed information about each pupil's individual special educational needs and/or disabilities (SEND). Staff use this guidance effectively to support pupils to learn well. Staff also provide the specific personal care and nurture pupils need.

The school places great importance on teaching pupils how to read. The school has put in place an effective approach to teaching pupils what they need to read fluently. Staff consistently follow the school's chosen approach to the teaching of early reading.

They provide expert support that ensures pupils learn the knowledge they need to read effectively. For pupils with communication needs, staff effectively teach the skills and vocabulary needed to start learning phonics.

Staff effectively teach pupils how to behave well for learning and in social situations.

In the early years, children learn how to sustain concentration and focus. They are well prepared for key stage 1. Pupils work hard in lessons and usually learn in calm, purposeful classrooms.

Staff teach pupils ways to manage their emotions and behaviour. Pupils use these strategies well to maintain positive behaviour. When pupils' emotions or behaviour become dysregulated, staff provide effective support.

This ensures pupils successfully return to learning.

The school ensures pupils learn about how to live safe, independent lives. The school provides trips for pupils and also visitors from the local community such as the police.

Students in the sixth form are well supported to consider the many career prospects they can pursue. They benefit from personal careers advice along with transition events to help pupils think about their potential next steps. Pupils learn about the wider world beyond their own experiences.

Pupils learn the importance of respecting others' differences.

Leaders have tried to reassure staff and parents about the changes needed to the school and the improvements made. There is more work to do.

Many staff say that the changes made to the curriculum are starting to improve teachers' workload. However, some staff remain unsettled. Similarly, some parents remain unclear about the improvements made.

The trust has successfully supported the school since the previous inspection. They have provided the expertise and leadership capacity needed to improve the school's curriculum. Trust leaders effectively hold school leaders to account for the quality of the school's provision.

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 has not finished the programme of changes to the curriculum introduced 12 months ago. There are some areas where curriculum plans do not clarify which knowledge teachers must review over time.

This means that teachers occasionally do not provide opportunities for pupils to revisit and build on what has previously been taught. As a result, pupils forget some key knowledge. The school must complete the improvements to the curriculum so that teachers know which knowledge pupils must review and remember over time.

• Leaders' communication of the school's improvements has been partially successful. Some staff and parents remain uncertain about the progress the school has made. Leaders must continue to improve the way they reassure and engage with parents and staff.