Mountjoy School

Highlights from Latest Inspection

What is it like to attend this school? '

The child is at the centre of everything the school does'. This is the view shared by many parents and characterises what it is like to be a pupil at Mountjoy.

Pupils love to attend and appreciate everything adults do for them. Pupils spoke in detail about the work adults do to ensure they become as independent as they can.

Pupils enjoy their learning and aspire to become the best they can be.

They talked with enthusiasm about the learning opportunities adults provide. Pupils appreciate the range of additional activities, such as orchestra and choir, which they attend with excitement. A wide range of trips and visitors to the school complement and enhance th...e curriculum.

Adults have high expectations of behaviour. Pupils respond to this and behave well. They say that bullying is rare and if issues occur, staff sort them out quickly.

Pupils say there is always an adult in school they can talk to.

Leaders place a high priority on pupils' personal development. Adults know each pupil exceptionally well.

They are quick to spot any changes in their well-being and take swift action. Pupils are safe and well looked after.

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

Staff, parents, pupils and agencies work together to set targets based on pupils' education, health and care plans.

Targets are checked frequently to ensure pupils can develop academically, personally and socially. The development of pupils' independent skills is central to the curriculum. Pupils build their independence and communication skills through cooking, shopping and planning travel.

Leaders have crafted an ambitious and well-planned curriculum. It is bespoke to the needs of the pupil. However, in some subjects leaders do not make regular checks on how well pupils are learning.

This means pupils are not learning the knowledge and skills in the depth they need.

Pupils follow clear pathways from Reception Year to post-16. Leaders ensure pupils receive independent careers guidance from Year 8.

This ensures pupils are well prepared for their next steps.

Leaders and adults share the aspiration that, where able, pupils will become at least functional readers by the time they leave school. Pupils start phonics early.

They use this knowledge well when they read. Staff receive training in the teaching of phonics and early reading. Leaders provide regular support and guidance.

Staff appreciate this supportive approach; it gives them the knowledge and confidence to teach early reading with skill. Pupils who struggle have the additional help and support they need to improve their reading skills. Those pupils who are unable to learn to read enjoy books every day through sensory stories such as 'Kofi and the Magic Shaker.'

Personal, social and health education (PSHE) is threaded throughout the curriculum. There is a focus on relationships, personal safety and physical and mental well-being. Older pupils know how to keep their bodies safe and that 'banter' is not acceptable.

Starting in early years, pupils and teachers work together to create a rights-based charter. They agree on how they can respect each other such as 'being kind' and 'listening to each other'. Pupils are encouraged to express their personalities and celebrate differences.

Leaders use 'My Voice, my choice' project work to ensure that pupils have a say in school decisions.

Pupils demonstrate a good understanding of diversity. They build respect and appreciation of other faiths and cultures different from their own.

Pupils behave well. From the early years, adults focus on pupils being able to manage their own behaviour. Staff are skilful in spotting any changes in pupils' demeanour.

Staff respond to these changes with sensitivity and care.

Adults in the school are rightly proud of the nurture and care they provide. This is seen from the moment pupils arrive at school.

Pupils are greeted with a smile and a warm welcome. 'Excellent, supportive environment' and 'Marvellously gentle, kind and nurturing' were typical comments made by parents.

Adults love working at Mountjoy.

They appreciate the training which develops their own knowledge and skills. They appreciate the focus leaders place on their mental health and well-being, such as yoga and mindfulness breathing. Leaders are conscious of staff workload and consider ways to help them manage this.

Governors know what is working well and what needs to improve. They hold leaders to account for the quality of education and care.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding. Staff are well trained to notice and report any signs of concern. Leaders respond swiftly to support pupils and families in need of help and do not hesitate to escalate concerns when required.

Leaders carry out the required checks on the suitability of staff to work with pupils. Leaders provide a curriculum that teaches pupils to understand age-appropriate risks, including road safety and healthy relationships. Pupils know that adults will listen to them if they have any concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some leaders have not had the opportunity to monitor the subjects they lead. This means they do not know if pupils are acquiring the knowledge and skills they need. Leaders need to ensure that subject leaders are able to check the quality of provision to assure themselves pupils are learning the intended curriculum.