Penny Field School

Highlights from Latest Inspection

What is it like to attend this school?

Penny Field School is a calm and nurturing place to learn. The school has high expectations for the pupils who attend.

All pupils have an education, health and care (EHC) plan. The school has carefully planned the curriculum across different pathways of learning. This enables pupils to achieve their potential.

Across the school, adults ensure pupils benefit from high quality interactions. Adults support pupils' personal development with care and understanding. Warm and caring relationships between staff and pupils help pupils to feel safe.

The school has successfully established clear expectations and embedded routines for pupils. These positively impact on p...upils' behaviour.

Parents and carers value the high levels of support the school provides.

The school engages pupils in a wide range of activities to enrich their lives further. Leaders carefully plan opportunities for pupils within the local community. Pupils visit local shops and the library.

This helps them to build their confidence and develop important independence skills.

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

The school has developed a well-sequenced curriculum. Pupils study the curriculum through different pathways.

These are well matched to pupils' needs. Leaders and staff are highly skilled in engaging pupils in their learning. The school successfully ensures that pupils achieve the expectations of their learning pathway.

Pupils' individual learning plans map out the knowledge and skills that pupils will learn clearly. Leaders purposefully plan opportunities for pupils to apply their learning in different contexts. For example, pupils benefit from opportunities to develop their skills in number.

This includes buying produce in local shops.

The school prioritises communication and language across the school day. Staff ensure pupils have effective communication aids to help them interact with staff and each other.

Pupils are eager to communicate. They share their understanding and feelings well.

Leaders have prioritised reading for all pupils.

The school makes sure that pupils benefit from a wide range of texts, including poetry. Staff share stories with pupils regularly, including through sensory experiences. For example, during the inspection, pupils used sounds and textures to understand what it might be like if they were going on a bear hunt.

This helps to bring stories to life for pupils and contributes well to their therapeutic support. Pupils who are learning to read enjoy sharing the different books they have read with adults. However, the school has not developed a consistent approach to the teaching of phonics.

Staff use a range of different resources and strategies. The absence of one systematic phonics programme leads to inconsistencies in phonics teaching. This means pupils do not start their reading journey as effectively as they could.

Adults know the pupils well. The school has thoughtfully crafted a range of opportunities to enrich pupils' experiences. For example, pupils from other local schools visit and learn alongside pupils to sing and sign.

The school benefits from strong partnerships with a local football club. Within school, older pupils support adults in their roles by shadowing their work. This helps pupils to experience the world of work.

The school carefully plans and evaluates each activity effectively. Leaders match their enrichment offer to the interests of pupils. Pupils show consistently positive attitudes to school life.

They are resilient and determined. The positive relationships between staff and pupils underpin this climate for learning. Leaders' high expectations are shared across all staff.

Staff support pupils well during social times such as lunchtime.

The school works collaboratively with other professionals, such as physiotherapists and nurses. Leaders successfully integrate high quality therapies, such as hydro and rebound therapy, into pupils' daily offer.

Teamwork is at the centre of school life. Staff are proud to work here. They should be.

Leaders, staff and those responsible for governance, including the trust, share the same vision and ambition for pupils at the school. Together, they are working to develop the school with increasing precision.

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 an inconsistent approach to the teaching of phonics. As a result, pupils who are ready to learn to read, do not make the best start to their reading journey. The school should ensure that they identify a consistent approach to the teaching of phonics and provide staff with the training and support they need to teach the chosen programme well.

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