Lime Academy Ravensbourne

Highlights from Latest Inspection

Outcome

Lime Academy Ravensbourne continues to be a good school.

The headteacher of this school is Andy Smith.

This school is part of Lime Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Kirsten Jowett, and overseen by a board of trustees, chaired by Christopher Cole.

What is it like to attend this school?

Pupils are excited to be in school each day.

Staff ensure that pupils have access to a stimulating environment. Pupils encounter learning opportunities that meet their needs.They benefit from warm professional relationships with caring and committed staff who know them well....r/>
The school is a calm and orderly place in which pupils can thrive. When pupils struggle to regulate their behaviour, staff use appropriate strategies to manage this well. Parents are actively involved in the school community.

For example, they participate in coffee mornings where they learn more about the school's use of occupational therapy. Parents are effusive in their praise of the school. Their children are making progress in a happy and safe environment.

All staff share high expectations for pupils to be as independent as possible. Sixth-form students learn the skills they will need for their future adult lives. They visit the local shop and enjoy outings to Bedfords Park.

Leaders have found ways for pupils to have a say in the running of the school. Pupils have contributed to decisions about food and the school environment as well as the summer fete.

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

Leaders are ambitious for pupils to access a broad curriculum at their own pace.

Pupils follow a curriculum 'pathway' but can progress to one that is more advanced if they are ready. Older pupils complete an AQA unit award each year and celebrate this achievement. The planning of the curriculum is highly personalised.

It is based on the school's assessment of pupils' starting points and their education, health, and health care (EHC) plan targets. However, in a few subjects, the curriculum is not broken down into the smallest steps of learning. This slows pupils' progress towards meeting short and long-term goals in these strands.

Staff demonstrate a strong understanding of the curriculum. They benefit from helpful training at school and trust level. Teachers and teaching assistants work as a team to plan activities that will suit pupils' needs and interests.

For example, as part of the 'my creativity' curriculum pupils choose their preferred medium of clay or paint.

The school prioritises communication. Pupils' communication development is consolidated through daily routines such as the use of visual timetables, and now and next boards.

Staff skilfully engage pupils' attention through sensory stories, dramas and songs. They use a range of communication methods such as eye gaze, body signing, gesture and Makaton. Pupils use assisted technology to indicate preferences at a level appropriate for them.

Staff are attentive in their observations of pupils. There are ongoing observations that enable staff to assess pupils' progress. Staff use their reflections to plan next steps for each pupil, drawing on the expertise of the therapy team.

Teachers and teaching assistants use their assessment of pupils' responses to adapt the curriculum in the moment.

Leaders have tried several strategies to improve pupils' levels of attendance. They have worked with parents to remove any barriers that might affect attendance.

This work is at an early stage and is not having a significant impact on whole-school attendance figures.

Pupils are well prepared for adulthood. They learn to express likes and dislikes as part of learning to stay safe.

Younger pupils participate in sensory cooking while older pupils can take one of the school's therapy dogs for a walk. The trust careers advisor gathers information about pupils' interests to organise interactions with employers. A small number of pupils complete work experience placements in school.

Pupils take part in outings to local theatres. They enjoy horse riding and swimming. Leaders bring experiences such as the immersive Planetarium dome to the school so that all pupils can participate.

Increasingly staff and leaders are engaging with special schools across the trust as well as in the local authority. They value the sharing of expertise which is helping them to refine aspects of the school's work. Trustees and the local governing council effectively support and challenge school leaders.

Staff enjoy working as a team and show high levels of commitment to pupils and their families.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few strands of the curriculum, the school does not consistently clarify the precise steps of learning that pupils need to successfully work towards their short-term goals.

Leaders should continue their work to develop curricular thinking so that staff know the small steps of learning for pupils on each curriculum pathway. This will enhance pupils' progress towards meeting their EHC plan outcomes over time. ? The school has taken action to improve pupils' attendance.

This is not having a significant impact on whole-school attendance figures. The school should continue to develop its processes to address patterns of poor attendance and formalise support where needed to increase overall attendance rates.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 first ungraded inspection since we judged the school to be good in January 2019.