Melrose School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where positive working relationships between staff, pupils and their families is championed. No relationships are taken for granted and people work together well.

Pupils said they feel safe and trust that the adults that work with them are there to help. Consequentially, for many pupils' behaviour improves over time and classrooms are mostly calm and orderly.

Pupils are listened to.

They can join the school council or take part in broader decision making across the school. Pupils' opinions and interests are well considered. They have helped design important spaces in the school and request vocational subjects they are interested in.

...The school encourages pupils to develop themselves in preparation for the world outside of school and for adulthood. There is an extensive offer of broader opportunities such as bike riding, travel training, horse riding and ice skating. These activities help to develop pupils' resilience, confidence, independence and strengthen relationships.

Many pupils who attend this school have had a negative experience of education before they joined here. The curriculum has been designed to help pupils re-engage with learning, as well as achieve the qualifications they need for their next stage of education, training or employment.

One parent commented, typical of others: 'My child is now thriving thanks to this school.

My child is much happier and settled than ever before.'

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

Subject curriculums are sequenced and well ordered so that knowledge and skills build progressively. The school has carefully thought about what pupils need to know first, before they can learn new and more complex knowledge and skills.

Mostly lessons are clearly structured. There are some oppurtunities for pupils to recall and practice what they know and can do. Many teachers check understanding routinely.

They have the subject knowledge they need to address errors and misconceptions. Teachers, mostly choose appropriate activities and make adaptions so that all pupils can access the learning. However, occasionally these approaches are not routinely applied in all lessons.

This means that sometimes pupils' misconceptions or gaps are not addressed or pupils are not able to access the learning as effectively as their peers.

The school uses a systematic approach to teaching phonics. Pupils read books that closely match their phonics knowledge.

For those weaker readers, who need further intervention to strengthen their reading fluency and comprehension, interventions are embedding. Some pupils have been helped to catch up and increase their confidence in reading.

Leaders work well with other professionals to ensure that the right provisions are in place for the individual needs of pupil.

The therapeutic offer has recently been significantly increased. All pupils benefit from this provision, through either an individual or universal offer.

Staff use nurturing and supportive strategies to resolve incidents of behaviour.

They value the training they have received from the schools' team of therapeutic professionals. Staff get to know pupils very well. This has helped them to identify the subtleties in pupils' behavioural presentation or mood.

As a result, staff are able to prevent pupils becoming emotionally dysregulated more readily.

The school has carefully planned and sequenced the personal, social and health education curriculum. Pupils are helped to develop an age appropriate understanding of how to keep mentally and physically healthy.

Pupils are taught about the dangers of substance misuse. This is delivered by school staff as well as visiting experts. Pupils are taught about being self-aware and are helped to consider the impact of theirs and others actions.

Pupils are provided opportunities to experience a range of careers, and this begins in primary. For example, they learn about caring for animals, through regular visits to a farm. In the secondary school they have opportunities to learn barbering and mechanics.

Some pupils then have the chance to gain vocational qualifications in health and beauty or motor vehicle maintenance.

Many pupils have a history of poor attendance prior to joining this school. Staff get to know the reasons why there are barriers that affect regular attendance.

The school personalises plans to help pupils attend school more regularly. For instance, pupils get to choose their key worker, or they steadily build up their time in school. This helps pupils feel confident and build their trust in the staff team.

As a result, many pupils attendance at school improves over time.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is not a consistent pedagogical approach to teaching and learning.

This means on occasions pupils' gaps and misconceptions are not addressed swiftly. Or adaptations to learning are not as effective. The school should ensure that all staff have the resources and pedagogical expertise needed to deliver all aspects of the curriculum equally well, so that pupils know, remember and can do more over time.

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