Heltwate School

Highlights from Latest Inspection

Outcome

Heltwate School continues to be a good school.

What is it like to attend this school?

Pupils are well supported at Heltwate school. Before joining, some pupils faced difficulties in other schools. They feel settled and safe here.

There are clear routines in place throughout the day that help pupils to feel secure. The positive relationships between the staff and pupils help to create the happy environment that exists throughout the school.

When they join Heltwate, pupils are placed on appropriate learning pathways based on their different stages of development.

Within their pathway, they are supported to do well.

Some pupils struggle to manage their behav...iour. In the main, adults are skilled at helping pupils to re-engage with their learning.

Adults have high expectations for what pupils should achieve. They help them to meet their potential both emotionally and academically. Many pupils gain qualifications that prepare them well for life after school.

Adults carefully consider what pupils need and enjoy. Through a wide range of carefully planned activities, pupils build their resilience and independence. They take trips to the supermarket, either on foot or by bus.

They enjoy walks around the park, and many also take part in residential trips. This builds their confidence and brings them lots of pleasure.

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

There has been a change in the profile of the pupils in recent years.

The school now specialises in supporting pupils with severe learning difficulties. The school's curriculum has well-planned curriculum pathways that are appropriate to meet the varying needs of the pupils. Leaders carefully consider the needs and development stage of their pupils before they put in place a particular pathway.

Teachers are skilled in planning activities that help pupils gain necessary life skills, such as self-care or communication. They carefully check how well pupils are progressing and adapt their teaching if a pupil needs additional support.

All pupils have an education, health and care (EHC) plan.

The school ensures that each pupil has an individual learning plan with targets that are precisely matched to the needs outlined in their EHC plan. Adults are well trained to use appropriate strategies to help pupils to meet their targets. They focus on shared experiences and activities that create awe and wonder to engage pupils' attention.

The curriculum supports pupils to develop their communication skills, for example repetition, rhymes and songs are used frequently. Pupils gain an understanding of number through different activities, such as songs and counting objects together. Some pupils access aspects of the national curriculum.

They enjoy learning to read and playing sports, such as cricket. Sometimes, teachers focus more on helping pupils to meet their EHC plan targets rather than learning the breadth of the national curriculum. This means a small minority of pupils do not consistently benefit from work that is as challenging as it should be.

The school helps pupils to develop a love of stories and reading. Where appropriate to their stage of development, pupils are taught phonics. Teachers are confident in delivering the early reading curriculum.

As a result, many pupils show good levels of resilience as they develop the skills they need to become more fluent readers.

From Reception, adults ensure that pupils are happy and focused. The school has introduced a shared programme which prioritises providing effective support for pupils with autism.

This is used well by staff to help pupils to manage their behaviour for learning. Sometimes, pupils struggle to focus and take part in the activities. While adults are confident in supporting most pupils to engage, sometimes this is not the case.

A minority of pupils display particularly challenging behaviour. Staff would appreciate more support from the school in managing the behaviour of these individuals.

The school's personal development programme is enriching for all pupils.

Pupils are taught to develop their independence and ways to take care of themselves. They learn to wash their hands and to socialise with their peers. Adults teach pupils appropriate ways to communicate.

For some, this includes using pictures. Pupils are taught how to stay safe. They know how to share any worries that they may have.

They love learning to swim or going kayaking. The school makes sure that pupils have experiences of different careers. This includes woodwork and animal care.

Adults work to prepare pupils for the next stage of their life effectively.

Governors and leaders have a secure understanding of the strengths and areas for development in the school. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils who are on the school's more academic pathway do not also have targets that are matched to the national curriculum. Adults prioritise supporting these pupils to meet their EHC plan outcomes.

However, there are occasions when the breadth and ambition of the national curriculum is not always reflected in what pupils learn on a day-to-day basis. The school needs to ensure that pupils who can access aspects of the national curriculum are consistently supported to do this so they achieve as well as they are able to. ? A minority of pupils in the school display particularly challenging behaviours.

When these pupils become dysregulated, some staff do not feel confident in managing their behaviour. The school needs to ensure that it provides appropriate support to all staff so they feel confident in managing the behaviour of all pupils at the school.

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

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

This is the second ungraded inspection since we judged the school to be good in November 2014.