Holbrook School for Autism

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are keen to attend this school. They feel safe and appreciate the guidance and support provided to them by staff. As one sixth-form student typically explained, 'Staff help us, understand us and listen if we have a problem.'

Another pupil simply stated, 'This school is a dream.'

Relationships between pupils and staff are positive. Staff know the pupils very well and provide them with individualised support.

They help pupils communicate their needs and celebrate their achievements in various ways. Pupils respect their peers and accept them for who they are. Bullying is rarely a concern.

Staff help pupils manage their emotions and feelings. Co...nsistent routines reassure pupils. Frequent praise for listening well and making good choices builds pupils' confidence and self-esteem.

Staff use their skills to minimise the impact of any disruptive behaviour when it occurs. Their patience and understanding help most pupils flourish.

Leaders and staff are determined that every pupil can be successful.

Pupils focus their efforts on achieving suitable targets, based on their education, health and care plans (EHC plan). Post-16 students gain accreditations and often enjoy work placements at local businesses. Leaders work closely with parents and carers and external agencies to prepare pupils well for their next steps.

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

Leaders have devised four different pathways to provide each pupil with a curriculum that is relevant, meaningful and motivating. Informal pathways offer good opportunities for pupils to develop their speech, language and communication skills. More formal pathways increase pupils' knowledge of mathematics and English, as well as a broader range of subjects.

When pupils join the school, leaders check which pathway is most suitable for them.

Pupils use different approaches to explain what they need, think or feel. Staff's close relationships and gentle persistence avoids pupils from getting frustrated.

Pupils usually stay calm and focus well on their learning.

The quality of the reading curriculum has improved recently. Well-trained staff teach a structured phonics programme for as long as pupils need.

Initially, pupils identify the different sounds that letters make and recognise their form. When they are ready, pupils use their knowledge of phonics to decipher unfamiliar words and write short sentences. Pupils discuss what happens in the stories they share and enjoy reading their own books.

Staff support pupils to become confident readers as soon as they are able.

In most curriculum areas, leaders identify what pupils need to know and when in each pathway. Staff use specialist materials and approaches to make the learning accessible.

Pupils learn important knowledge and frequently revisit information to help them remember. Staff use guidance on each pupil's 'My plan' to make sure that the planned learning meets each pupil's needs. Staff closely track how well each pupil is doing and adapt the curriculum when necessary.

In a few subjects, the curriculum is not delivered as consistently. When this is the case, staff are not confident about what pupils need to know or how they should teach it. In these subjects, staff do not always choose suitable approaches to deliver new content.

Mistakes made by pupils in these subjects are sometimes missed.

Pupils benefit from a range of enriching experiences. For example, they enjoyed recent trips to the Magna Science Adventure Centre and a local mosque.

They supported the local community by delivering birthday cards to an elderly care home resident. Pupils appreciate leadership roles as anti-bullying ambassadors and school council representatives.

Post-16 students learn life skills, such as how to cook and wash and travel on the bus.

They meet with educational providers and employees to discuss possible next steps. They gain accreditations in English and mathematics and life skills awards. However, the range of qualifications they study lacks ambition.

Despite this, students usually move on to destinations that match their interests and aspirations.

Most staff enjoy working at the school. They appreciate opportunities to develop their practice.

However, a notable minority are concerned that leaders are not considerate enough of staff's workload and well-being. Some staff do not think leaders support them well enough in dealing with incidents of poor behaviour when they occur.

Trust leaders carry out regular monitoring to check that leaders' work to improve the school is having the desired impact.

They help school leaders share best practice with other schools in the trust. Governors and trustees are well informed about the school's strengths and areas for development. They are committed to ensuring that pupils who attend the school are successful.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are well trained and knowledgeable. Staff know each pupil's particular needs well.

They know how to report any concerns they may have about a pupil's welfare. They report concerns promptly. Leaders act quickly when a pupil is at risk of potential harm.

They make sure that pupils and their families get the right help.

Pupils are taught how to stay safe, including when they are online. They learn about people who keep them safe.

Pupils know that staff will take them seriously if they share a concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the implementation of the curriculum is inconsistent. This is because some staff struggle with their own subject and teaching knowledge.

They do not always identify and correct pupils' mistakes and misconceptions. This leaves pupils with gaps in their learning. Leaders need to ensure that the curriculum in every subject is implemented consistently and effectively.

They need to check that staff have the knowledge and skills they need to teach each subject with clarity and conviction. ? There is a limited range of accreditations and qualifications available for pupils to study. Some of the qualifications that pupils study are not aspirational enough.

They do not always gain sufficient credit for what they know and can do. Leaders need to ensure that pupils access a broad and ambitious range of suitable qualifications and accreditations in preparation for their next steps. ? A significant minority of staff do not feel well supported by leaders.

They do not think leaders help them well enough when dealing with incidents of poor behaviour. They say that leaders do not take their workload and well-being into account when planning changes to improve the school. Leaders need to ensure that all staff feel well supported in their roles so that their workload is reasonable and their well-being is promoted.