Pathfield School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Since the last inspection, leaders have made bold and difficult decisions to ensure that the school maintains a good quality of education. Significant changes to the leadership team and organisation of staff have led to some roles being unclear. As a result, some planned improvements have not moved forward at the pace leaders would like.

For example, partnership work across the two sixth-form sites remains at an early stage. Subject leaders are yet to fully define their responsibilities to ensure that planned changes, including the teaching of reading, are implemented effectively. Throughout this recent unsettled time, staff continue to put pupils... first and to promote high expectations for them.

They invest time in working with parents and carers, alongside a range of agencies, to secure the best possible conditions for learning. The curriculum is designed effectively around pupils' needs. Adaptations to learning are made effectively to ensure that pupils make good progress towards their personal goals and aspirations.

Teachers gather evidence and use assessment well to plot pupils' improvements and to target their next steps. Most teaching is effective, as learning is relevant to pupils' precise needs. Routines in the early years classes support children to settle and meet high expectations.

Activities are carefully chosen to extend and deepen understanding. However, the space and the learning resources outside do not support good learning experiences for children. Sixth-form students and their families are supported effectively to prepare for their future lives.

As a result, students leave school with well-thought-out and strongly supported pathways for their futures. Pupils' personal development, behaviour and welfare is outstanding. Staff support pupils to attend well, communicate well and behave appropriately.

Positive relationships and well-organised environments enable pupils to feel, and to be, safe and secure in school.

Information about this school

In September 2018, an interim headteacher was appointed and in January 2019 took up the permanent role. The school caters for pupils with severe, profound and complex needs including autism spectrum disorder and/or disabilities.

The school includes a specialist centre called pathways, which is on the school site, for pupils with social, emotional and mental health needs. The sixth form is split between two sites. A small number of pupils attend the sixth form at the main school site while others attend a nearby site called the Town Station.

All pupils have an EHC plan. The school is part of a collaborative trust, The SENtient Trust, which was formed in 2012 and includes the special schools in Devon. The school also works in partnership with three mainstream schools that are very close by.

These schools have formed an informal partnership called The Pilton Association of Schools. An education adviser commissioned by the local authority visits the school regularly. The school also arranges visits from a school improvement partner.

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