Kilgarth School

Highlights from Latest Inspection

Outcome

Kilgarth School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Kilgarth School provides a calm and welcoming environment for pupils to learn in.

Despite the considerable barriers that pupils have faced before joining the school, they quickly settle when they get here. Pupils develop nurturing and trusting relationships with staff, who help them to understand their own emotions and behaviour. This helps pupils to feel comfortable, happy and safe in the school community.

The school has the highest aspirations for pupils' academic and social success. Through a thoughtfully designed curriculum,... pupils take qualifications in subjects that are tailored skilfully to their aspirations and ambitions. For example, a rich vocational offer is available for pupils that includes construction, mechanics and catering.

Pupils, all of whom have special educational needs and/or disabilities (SEND), achieve exceptionally well.

Staff treat pupils respectfully and with kindness. They know each pupil extremely well.

This contributes significantly to pupils' growing self-esteem and to their confidence. Classrooms are typically purposeful. Across the school, pupils behave exceptionally well.

The school provides pupils with the tools that they need to succeed in life. Opportunities to strengthen pupils' resilience and social skills are wide-ranging. For example, pupils relish rock climbing, fishing and competing against other schools in sports tournaments.

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

The school's ambitious curriculum is designed to ensure that pupils are well prepared for adulthood and can move on from school to meaningful education, training or employment. Pupils pursue an array of vocational awards and academic qualifications.The school creates personalised programmes for each pupil to ensure that they achieve the best possible outcomes from their starting points.

Across subjects, the school has mapped out the building blocks of knowledge that teachers expect pupils to learn. Teachers make sure that the things pupils learn build on what they already know. In lessons, teachers' expert use of questioning helps them to spot any misconceptions as they arise and they address these before moving pupils on to new learning.

Teachers use a range of assessment tools to gather essential information about pupils' learning when they join the school. This means that learning pinpoints the precise gaps in pupils' knowledge and is matched to their individual needs.

All pupils who attend the school have an education, health and care (EHC) plan.

The school has effective strategies in place to identify any additional SEND that pupils may have. Teachers are provided with regular information on the additional learning needs of pupils. This ensures that the needs of these pupils are met securely in the classroom.

The school prioritises the development of pupils' reading and spoken language skills. Pupils read every day and in every lesson. Over time, this helps pupils to engage in learning, find their voice and confidently share their opinions.

Staff are quick to identify and address weaknesses in pupils' phonics or specific reading knowledge. This ensures that all pupils, particularly those who are disadvantaged, are supported well to become confident, fluent readers.

Across the school community, the culture of very positive behaviour permeates every classroom.

Highly trained staff use what they know about pupils to act to ensure that pupils stay focused on learning. Pupils value the support they receive to help them to manage their own behaviour. They socialise well together both in organised activities and unstructured time.

The school strongly focuses on pupils' attendance. Its range of incentives and rewards encourage pupils to attend regularly. This has significantly improved many pupils' attitudes to attending school every day.

The school places great importance on pupils' broader development. There are a range of carefully crafted opportunities that help to develop pupils' independence, self-confidence and resilience. For example, pupils learn how to manage conflict, set personal goals and navigate social relationships.

Staff help pupils to prepare for their next steps after finishing school. Pupils benefit from work-related learning and strong career advice. They are exceptionally well supported through robust transitions to post-16 provision.

The school, together with governors, evaluates accurately the quality of provision for pupils. Its precise oversight ensures continual school improvement and sustained high standards of education. The school prioritises the well-being and workload of staff.

Staff are proud to be members of the school community. They work hard and feel valued.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 outstanding for overall effectiveness in March 2015.