Grangewood School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils' actions show that they are happy and enjoy coming to this welcoming school.

We found that pupils' welfare and future quality of life are what drives everyone's high expectations. Leaders want to keep improving the school.

Staff provide the pupils with the chance to develop important life skills and communicate effectively.

This means that pupils have a choice and a voice in the way they learn, and they really are heard. Pupils' needs do not become barriers to them enjoying their learning.

Pupils' behaviour is well managed.

Day-to-day routines are straightforward to understand and this brings focus to learning. Pupils generally listen... carefully to their teachers and to each other because classrooms are structured and calm. They are respectful and caring, with each other and with staff.

Pupils who find it hard to manage their feelings get thoughtful and prompt support.

Pupils enjoy the opportunities provided by the outdoor spaces and equipment there. They explore and discover in the nature area.

They stretch themselves physically using a range of tricycles and scooters or on the swings and climbing frame to develop greater body control. Staff available at lunchtimes and breaktimes help pupils to eat, socialise and play together, strengthening their relationships.

Staff, parents and carers agree that there is no bullying.

Staff know how they would help pupils identify and deal with bullying if it did occur. Pupils' trust in staff to help and support them is obvious in all their interactions. As a result of this, pupils thrive.

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

Leaders have given a lot of thought to what they want each pupil to learn as they progress through the school. Lessons take account of pupils' ideas and interests. This sparks pupils' interest in learning.

Leaders and staff help pupils to develop important life skills and independence. Each pupil is supported to grow in confidence, and be able to be part of the wider community. Staff and therapists work well together to provide safe and inspiring environments, both inside and out of the school.

Education, health and care plans are used well to plan for pupils' learning.

Well-planned morning routines encourage all pupils to communicate and interact, getting the day off to a productive start. Pupils who are unable to talk use a range of resources to help them communicate and make choices.

These may be communication books or electronic aids, which pupils use proficiently. This helps pupils build relationships and social skills. We could see that this helps them express their personalities and build character.

Teachers understand the importance of reading and communication. The development of pupils' language skills is strong. Pupils make small and important steps in the way that they communicate with others because lessons are carefully planned.

Pupils make use of specially designed grids or form a simple sentence, either verbally or with symbols.

Pupils have good opportunities for creative development in art and music. Through appealing topics, often linked to texts, pupils develop a better understanding of these different subject areas.

Teachers give thought to the order in which they introduce new knowledge and skills to pupils. The most skilful teaching helps pupils to remember the most important information they have learned. Teachers plan work that builds on what pupils know and can do.

However, leaders know that some teachers still need time to develop their skills and subject knowledge. Leaders have begun to train and support these teachers so that they can help pupils to learn more.

Children in the early years make a good start to their education.

They learn to communicate well. They settle into school routines, and learn to use signs and symbols. Staff use a practical approach to successfully help children to use their learning and apply it to different situations.

Pupils enjoy working outside and use the range of equipment, including the nature trail, to fuel their curiosity.

Pupils can focus on their work because behaviour is managed skilfully. Pupils show respect to their friends, teachers and visitors.

Members of staff use the same approach and language so that pupils understand what is expected of them.

The headteacher is well regarded by pupils, staff and parents. Leaders work with parents to develop effective partnerships.

Trustees understand their responsibilities. They carry out their duties thoroughly and effectively. They hold the headteacher to account for the quality of education and the well-being of pupils and staff in the school.

Safeguarding

The arrangements for safeguarding are effective.

All staff receive regular training and updates about safeguarding. They spot when pupils need help and support.

Staff are vigilant and ensure that they report any concerns promptly. There are strong systems in place to check and record the safety of pupils.

Leaders and trustees are knowledgeable about their duties to safeguard and protect pupils.

The designated leaders for safeguarding act promptly to keep pupils safe. They work with a range of external agencies to get pupils the help and support they need.

Leaders are clear about the risks that are most likely to affect their pupils.

They ensure that all staff are able to notice and report on these to keep the pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Pupils do not achieve well when teachers' subject knowledge and understanding of the agreed programmes of study are insecure. Leaders should continue to check that teaching is consistently focused on helping pupils learn and remember more.