Kelford School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. The large majority of pupils at each key stage make good progress in communicating, reading, writing and mathematics.

A significant minority make outstanding progress. Pupils start to learn at a quick pace in early years and continue this throughout their time in school. They are always well motivated and constantly improve their knowledge, understanding and skills.

Good early years provision ensures children make good progress in all areas of learning, most particularly in communication, personal, social and emotional development and physical development. The effective leadership and management of the sixth form ensure all students bene...fit from the wide range of carefully planned work and activities. As a result, students make good progress.

Students are mature and independent and well prepared for the future. The good teaching over time plays a crucial role in pupils' good learning and progress. Pupils thoroughly enjoy school and value their experiences.

Parents are very pleased and greatly reassured that their children are happy and behave well at school. Pupils thrive on the excellent care and support they receive from staff. This brings out their best qualities and promotes spiritual, moral, social and cultural development effectively.

Leaders and governors are rigorous in ensuring the arrangements for keeping pupils safe and teaching pupils how to stay safe are effective. The headteacher sets very high standards and in doing so has gained parents' strong support and a high reputation for the school. Senior leaders have developed an outstanding vision that is constantly extending the boundaries of what the school can achieve.

A significant contribution is made to supporting other schools and building strong partnerships. Leaders, managers and governors invest substantial energy and skill into improving the school. They check teaching and pupils' progress carefully ensuring they stay effective and improve.

It is not yet an outstanding school because : Leaders are not making sure that the planning of teaching is always clear about what pupils will learn so they can make even better progress. A few opportunities are missed across the school day to promote pupils' communication skills and their independence.

Information about this school

All of the pupils have a statement of special educational needs.

The greatest proportion of pupils experience severe or profound and multiple learning difficulties which adversely affect their physical abilities, speech, language and communication. Some pupils also have additional health complications. In addition to their learning difficulties, about one-fifth of pupils have autistic spectrum conditions.

Early years provision is provided full and part time for children in Nursery Year and Reception. The proportion of pupils of minority ethnic heritage is above average, as is the proportion new to speaking English as an additional language. The proportion of disadvantaged pupils supported through the pupil premium is well-above average.

The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those who are looked after by the local authority. The school is in federation with Maltby Hilltop School; both special schools share the same executive headteacher and the same governing body. The headteacher is a local leader of education.