Ian Mikardo School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy that staff in this school understand them. They trust staff and are confident that their complex needs can be met here. Pupils have usually experienced difficulties in their lives and often have not managed to cope in education before coming here.

For most pupils, Ian Mikardo changes all that.

Pupils are skilfully helped to increasingly manage their own behaviour, assured that staff sensitively and subtly offer a safety net of support if needed. Pupils understand how leaders tackle bullying and are confident that it is not tolerated here.

Leaders help pupils to see the long-term consequences of any discriminatory behaviour so that they do not... repeat their mistakes.

Leaders and staff have high expectations of pupils. Some staff have expertise in other professions, such as social care.

This enables leaders to consider what is best for each pupil from a very well-informed position. Leaders place a priority on developing pupils' self-belief. Staff and pupils describe the school as being like a family.

Pupils enjoy and value the wider opportunities on offer. For example, students in the sixth form attend a lunchtime recital at the Royal Opera House. Pupils also enjoy helping out in the coffee bar and preparing refreshments for visitors.

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

The curriculum is organised in an effective way, which enables pupils to learn more over time. Leaders make sure that pupils' needs are considered when deciding what to teach and in which order. Pupils who have often missed a lot of education previously achieve well, particularly in acquiring skills that they need as they move towards adulthood and employment or further education.

This includes development of knowledge in English and mathematics.

Staff use resources, time and information well to meet the complex needs of pupils. This means that pupils understand what they are learning and stay motivated.

However, leaders have decided in some subjects to introduce new curriculum content. Teachers do not have enough experience and training in the use of these new materials to identify gaps in learning and adapt materials to meet the needs of some pupils.

Leaders have improved the curriculum to help pupils who are still developing their reading skills.

Staff know how to teach phonics accurately by using materials which match pupils' ability. Leaders choose books carefully to encourage an enjoyment of reading.

Pupils enjoy mathematics because teachers make sure they can see how relevant and useful it is to them.

Teachers ensure that pupils make good use of practical equipment to help them understand mathematical ideas.

The personal, social, health and economic (PSHE) education programme enables pupils to better understand issues that may affect their well-being and their relationships. Pupils gain a greater understanding of concepts such as consent.

Staff are good at picking up and correcting misunderstandings pupils may have.

Pupils gain knowledge and information about options for their future careers. They are given a wide range of opportunities to experience work and develop skills related to employment, both in school and on placements.

For example, some pupils opt to study hairdressing and beauty in a working salon. Staff go the extra mile to make sure that experiences take account of the wishes of the pupil.

Students in the sixth form benefit from effective support in making choices about courses and placements.

If a placement breaks down, staff offer alternatives or extra support.

Pupils learn to understand their own needs and manage their emotions successfully over time. Staff know what to do to support pupils' needs so their behaviour improves.

Teachers are experts at supporting pupils' emotional and social needs so that learning time is not lost.

Most staff think leaders do what they can to reduce workload and unnecessary administration. Leaders make sure that staff have someone to talk to after they have needed to deal with difficult or traumatic occurrences.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained in safeguarding matters and report any concerns promptly. They have secured the trust of pupils.

This means that pupils talk about their concerns and worries, and leaders can offer any support needed promptly. Leaders make sure that professionals work together to act in the best interests of pupils. They manage concerns well.

Leaders make considered decisions about managing the risks which pupils may face. They adapt the curriculum to devote time to helping pupils better understand specific risks when it becomes evident that this is necessary.

Leaders and governors keep clear and detailed records of their safeguarding work.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders' recent decisions to improve the content and sequence of what they want pupils to learn have not had time to make a difference to pupils' achievement. Some aspects of the curriculum are inconsistently implemented because teachers are unfamiliar with the revised curriculum content. Leaders should make sure that teachers are trained in the use of the new materials so that they can identify gaps in pupils' knowledge and adapt their teaching accordingly.