Hedgewood School

Highlights from Latest Inspection

Outcome

Hedgewood School continues to be a good school.

What is it like to attend this school?

Hedgewood School is a happy place. The atmosphere is calm and friendly.

Pupils like the activities that the school provides for them. The curriculum is different depending on the class grouping. Pupils' learning is very carefully planned to meet their needs.

Communication is a key focus. Staff work out how pupils prefer to communicate. They then help pupils to develop their skills through speech, signing and/or the use of symbols.

Pupils enjoy breaktime, using the trim trail, bikes and games tables, and dancing to music. Pupils feel safe at the school.

Staff have high e...xpectations of all pupils.

This results in pupils achieving well. Careful planning is in place for pupils' transition to secondary school. Pupils are well prepared for their next school.

Staff's approach to managing behaviour is positive and consistent across the school. Staff receive training and ongoing support to manage behaviour. Any disruption is swiftly addressed.

Incidents are skilfully managed so that pupils quickly return to their learning.

Pupils, parents and carers and staff did not raise any concerns about bullying. They are confident that leaders would deal with it appropriately if it were to occur.

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

Pupils have complex learning and communication needs. Some pupils do not use spoken language. Leaders have developed a curriculum with three pathways to meet the needs of all pupils.

When pupils arrive at the school, staff quickly work out which of these pathways would suit a pupil best. Pupils are then placed in a class where the learning is matched to their needs. In each of the three curriculum pathways, leaders have made sure that learning builds on what pupils already know.

Subject content is chosen carefully, and learning is sequenced in a logical manner. Teachers encourage pupils to apply their skills and knowledge in real-life situations. Pupils learn to solve problems.

If a pupil is absent from school, they are helped to catch up quickly. As a result, pupils achieve well.

Teachers check regularly that pupils are on the best pathway for them as individuals.

Sometimes, pupils move from one pathway to another. However, it is difficult to understand the links between pathways and how each pathway contributes to the curriculum as a whole.

Reading is an important part of the learning at Hedgewood School.

All pupils are encouraged to read. They read at home and at school. Pupils enjoy using the well-equipped library at school and reading fiction and non-fiction books.

When they are starting to read, pupils learn phonics. They use their knowledge of phonics to read carefully chosen books. Pupils are taught the skills they need to be confident readers.

Much of the teaching is done in small groups and on a one-to-one basis. This ensures that pupils focus on their learning and achieve well. Learning activities are short to help pupils to maintain their attention.

Staff then move pupils on to another activity.

Subject leaders are knowledgeable and enthusiastic. All staff have training in subject content.

Mathematics is well sequenced. Physical education (PE) and personal, social, health and economic (PSHE) education are well planned. These are an important part of the curriculum.

Pupils enjoy their learning.

Many of the wider enrichment activities stopped due to the pandemic restrictions. Breakfast club continued.

Leaders are now restarting the range of additional provision for pupils. This includes after-school clubs and holiday clubs. They also provide a range of outdoor learning opportunities.

Pupils' social and emotional development is a key aspect of every curriculum subject and the wider activities that the school offers.

The school is well led and managed. Governors understand their role in school and challenge and support leaders.

Staff access a wide range of training opportunities and appreciate the support they receive from leaders.

Safeguarding

The arrangements for safeguarding are effective.

Staff are aware of the potential risks that could affect pupils.

Leaders provide regular training for staff, as well as ongoing guidance and advice. Staff share information quickly and make sure that they take action to provide families with help as soon as they can. Staff follow up referrals when necessary.

Families can ask for help from the family support team at any time.

Parents have no worries about their children's safety and well-being.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The three pathways that make up the curriculum are distinct and separate.

This means that there is no overall view of the curriculum as a whole. Leaders should ensure that there is a clear overview of the entire curriculum and that staff have a clear understanding of how subject content in each of the pathways is linked.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in December 2012.