Goldwyn School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Goldwyn School thrive. There is a strong culture of 'anything is possible', and pupils' personal development is at the heart of all that the school does. The Goldwyn's 'whole-child education' covers all aspects of pupils' lives.

Consequently, over time, pupils develop their confidence, resilience and motivation to succeed. They learn to overcome successfully their personal barriers to learning and are exceptionally well prepared for their future lives. Pupils leave school with the determination, knowledge and academic qualifications needed to continue their successes.

Pupils feel that their life chances are greatly improved as a result of their time at this ...school. As one parent told us, 'This school has changed my child's life.'

Pupils behave remarkably well.

They are highly respectful, and the school is friendly, calm and studious. Highly skilled staff care deeply about pupils' well-being and have an in-depth understanding of how to help them achieve their full potential. Staff enable pupils to realise that success is available for everyone.

These strong, trusting relationships cannot be underestimated. As a result of these, pupils feel safe and secure and are supported well to manage any difficult situations successfully.

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

Aspirational leaders strive to ensure that pupils are as fully prepared for their adult lives as possible.

All staff hold the highest of ambitions for every pupil, and pupils rise to these high expectations. Prior to joining the school, many pupils have been unable to attend school regularly due to their special educational needs and/or disabilities (SEND). Because of this, staff rightly prioritise building warm, trusting relationships quickly.

They work with drive and determination to ensure that pupils are fully engaged in full-time, meaningful learning as soon as possible.

Leaders ensure that pupils' learning is meticulously well planned and organised. Pupils attend one of four school sites, depending on their individual needs.

Each site has a carefully planned curriculum pathway, formed of academic and/or vocational studies. This forms the basis of a bespoke, tailored curriculum for each pupil, with their personal education, health and care (EHC) plan targets carefully woven throughout. Pupils benefit hugely from a broad range of useful interventions and personalised support, provided by staff with specific, relevant expertise.

Teachers are skilled in delivering their subjects and are experts in teaching pupils with social, emotional and mental health (SEMH) needs. Staff have high expectations of engagement and participation in learning from pupils. Teachers know how to 'hook' pupils into learning and make sure that they remain motivated.

All staff are acutely aware of pupils' individual needs and monitor pupils' progress carefully, skilfully adapting teaching strategies as needed. Consequently, pupils achieve exceptionally well. Their qualifications are appropriate and meaningful and allow the vast majority of pupils to move on successfully to mainstream college.

The comprehensive careers information, education, advice and guidance pupils receive enable them to make sensible, informed choices about their future. Pupils are encouraged to be aspirational and are supported well to achieve their dreams.

If pupils join the school unable to read fluently, staff prioritise this.

They quickly and accurately identify the specific additional support that pupils require. Skilled staff then use a range of highly effective strategies that allow pupils to gain the knowledge and skills they need to become confident, fluent readers. As a result, pupils make excellent progress with their reading in an age-appropriate, functional way.

The unwavering focus on promoting pupils' personal development results in young adults who know they can succeed in life. 'Goldwyn time' is time dedicated daily to pupils' personal and social development. Forming part of the curriculum designed specifically for Goldwyn pupils, this provision puts a strong focus on emotional self-regulation and how to make informed choices.

As a result, pupils flourish, making excellent progress, particularly in terms of their social communication. Pupils are provided with a wealth of opportunities to develop their talents successfully, which they do. Leaders are committed to ensuring that these opportunities are extensive and bespoke.

Throughout their time at Goldwyn School, pupils learn how to become as independent as possible. Students who stay on in the sixth form benefit hugely from the extra time to develop personally before embarking on their next stage of education, employment or training. Alongside their academic studies, they learn useful life skills that help prepare them exceedingly well for adulthood.

Leaders have successfully created a culture where staff feel valued and know that their opinion really matters. Leaders ensure that all staff, including those who drive pupils to and from school, receive highly effective training. Staff appreciate the support that they get from leaders.

They work collaboratively to share specialist knowledge and expertise across the school sites.

Safeguarding

The arrangements for safeguarding are effective.

Staff know all pupils and their families particularly well.

Staff training means that all staff are very knowledgeable about school systems and about the additional safeguarding vulnerabilities of pupils that are a result of their SEND. Any concerns are recorded and acted on quickly.

Leaders have developed extremely useful, strong working relationships with multi-agency professionals.

Leaders are tenacious in securing any extra help for families when they need it.

Pupils are helped to understand, and taught to manage, risks effectively. When needed, staff thoughtfully adapt the personal and social development curriculum so that they can react to issues happening in the wider lives of pupils.