Kisharon School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school.

They are proud to be part of such a happy and inclusive community. Staff foster pupils' talents and interests. Right from the start, everyone focuses on what pupils need to lead happy, healthy and independent lives.

Leaders and other staff have high expectations of what pupils can achieve. They do whatever it takes to help pupils to do well in their learning and in their personal development. Pupils really appreciate this.

They are full of praise for staff. All around the school, pupils and staff share positive and purposeful relationships. Pupils are safe and very well cared for.

Staff deal with incidents skilfull...y and sensitively. While bullying rarely happens, staff help pupils to understand how their behaviours might upset or hurt others.

Throughout the school, pupils of all ages and abilities show positive attitudes to learning.

They are keen to get involved in everything that is on offer. They particularly like the regular trips to the forest. Pupils take part in visits out into the community where they practise what they have learned in school.

For example, some pupils become increasingly confident at travelling on public transport. Others experience the world around them through visits to shops, museums and restaurants.

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

Leaders, including trustees, put pupils at the heart of all decision-making.

Over the past two years, leaders have made important and significant changes to the school's work. These changes are making a positive difference to pupils' all-round development. Throughout the school, pupils achieve well.

They are well prepared for the next stages of their education. This includes those pupils who are ready to move on to employment or further education.

Leaders have created an innovative and ambitious curriculum.

It focuses on pupils' personalised learning targets alongside well-planned themes and projects. Staff work together as a whole-school team to think about how each theme should be delivered to meet the needs of all pupils. Pupils, including in the sixth form, said that they enjoy their learning.

Leaders have worked out what pupils need to learn and when. Subjects and themes are planned in a way which allows pupils to recap and revisit what they have been taught previously. The school's 'Kodesh' curriculum is woven carefully with other subjects.

Pupils like this because it helps them to connect the two curriculums together in a meaningful way.

Staff check that pupils are making progress through the curriculum. They make sure that pupils' personalised targets are met.

However, occasionally, teaching is not adapted well enough to cater for pupils' specific needs and starting points. Sometimes, what happens in lessons does not build on what pupils already know and can do. When this happens, pupils do not extend their learning as fully as they could.

Staff make sure that reading is promoted throughout all year groups and in each curriculum pathway. Pupils who are learning to read using phonics, including older pupils who need help to catch up, achieve well.

Staff work together impressively as a team.

The school's therapists work alongside other staff to model and share ideas. This helps everyone to understand how to meet pupils' sensory, speech and physical needs. Leaders have a well-thought-out programme of professional development opportunities for all staff.

Staff said they feel very well supported by leaders. They appreciate that leaders take their views seriously. Leaders consider staff workload carefully.

Staff provide a range of experiences, including sensory activities, to support pupils' communication and to enable pupils to express themselves. Pupils learn important life skills, such as cooking and using money. Sixth-form students are excellent role models to younger pupils.

They were especially good at organising the school show. From set design to hospitality, everyone had a part to play.

Pupils behave well in lessons and around the school.

Lessons are rarely disrupted.Pupils are taught about the world around them. In personal, social, health and economic (PSHE) education lessons, for example, pupils find out about different families and the importance of respect, tolerance and healthy relationships.

Leaders make sure that the curriculum places a strong emphasis on preparing pupils for when they leave the school. The careers programme is well planned. Staff build on pupils' interests to find relevant work experience opportunities.

Sixth-form students enjoy their weekly shifts at local restaurants and childcare settings. Pupils enjoy visits from all sorts of professionals, including firefighters, plumbers and dentists. Staff make sure that these opportunities are accessible to all pupils in the school.

Many parents and carers expressed high levels of praise for the school's work. They can see the difference the school is making to their children's lives. Some parents are not so positive.

Leaders and trustees know this. They have already started their work to further improve communication and to enable all parents to feel more involved in their child's learning.

Safeguarding

The arrangements for safeguarding are effective.

Leaders responsible for safeguarding undertake their roles diligently. They ensure that all staff understand pupils' vulnerabilities. Staff are well trained in identifying anything that might indicate that a pupil is at risk of harm.

Record-keeping is meticulous. Leaders take all concerns seriously and take swift and appropriate action to ensure that pupils are kept safe. Leaders' work with children's services ensures that pupils and families get the help that they need.

Leaders make sure that staff are suitable to work with children. All the required checks are undertaken before staff join the school.

Staff make sure that pupils are safe in school.

They teach pupils about how to keep themselves safe in a variety of situations.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, there are inconsistencies in how well the curriculum is implemented. This happens when staff do not ensure that tasks are sufficiently adapted to match pupils' needs and starting points.

This affects how well pupils build on what they already know and can do. Leaders should ensure that the curriculum is implemented consistently well. They should ensure that staff have the expertise to adapt teaching to cater for pupils' specific needs.

• Some parents are dissatisfied with the school. Leaders should improve their communication with parents so that all parents understand what is happening in school. Leaders should consider ways to enable all parents to be involved in school life and contribute to their child's learning.