St Piers School

Highlights from Latest Inspection

Outcome

St Piers School continues to be a good school.

What is it like to attend this school?

Pupils are happy, settled and very well cared for at St Piers School.

School life is busy and fulfilling, with lots to do and learn each day. Pupils who met with inspectors talked sensibly and enthusiastically about the fun that they have and about some of their favourite subjects.

Staff develop a strong rapport with their pupils.

They expect pupils to work hard and behave well, and most usually do. Adults are experts in supporting pupils' emotional needs, so that pupils feel secure, valued and respected. Pupils feel comfortable talking with adults and say that there is always so...meone to speak to if they are anxious or worried.

They talk maturely about the part staff play in helping them to understand their feelings and to manage their own behaviour. One pupil described how adults help her to feel calm and relaxed. Leaders respond quickly if any concerns about bullying arise.

Staff take every opportunity to teach pupils skills which will enable them to lead as independent a life as possible in the future. 'The Link' is set up to replicate a home environment, providing valuable opportunities for pupils to learn life skills, such as how to use a washing machine and how to prepare a snack.

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

Leaders have steered the school through a period of rapid change very effectively.

They have established a shared sense of purpose in the school, and a renewed energy and determination in the drive for improvement. Staff speak of notable developments in the last six months which have lifted staff morale and strengthened teamwork. Parents have noticed the difference too, with one commenting, 'Things are now changing for the better.'

The recently appointed executive principal is building on this success very well. Her vision, ambition and determination to secure the best education for pupils are clear. The executive principal is working closely with leaders and staff to ensure that recent gains are maintained while also looking ahead to future goals.

Pupils learn well in a wide range of subjects. The older pupils study qualification courses in key stage 4 in subjects such as English, mathematics and computing. Leaders have updated the curriculum in English and mathematics in recent months.

This has improved the quality of pupils' learning, although developments are not yet securely established across the school. Students in the sixth form follow a range of accredited qualifications, such as functional skills. The Link plays a key part in preparing them with skills to support them in their future lives.

Students go on to a variety of destinations, including some who attend St Piers College.

The phonics programme was introduced a year ago and provides pupils with a secure grounding in early reading skills. Staff adapt the reading curriculum well to support pupils' individual needs.

They use a wide range of resources, such as youth newspapers, computer tablets and games, as well as books, to engage pupils in reading. Pupils are taught to notice text all around them, such as fire exit signs and road signs, and this helps to prepare them for life in the future.

Pupils have a wide range of special educational needs and/or disabilities (SEND).

Staff provide skilful and caring support, assessing pupils' learning carefully and continuously, and making any changes needed as they work alongside pupils. This works well. Pupils enjoy learning.

They usually behave very well in lessons, so that classrooms are calm and purposeful. Adults' endless patience and good humour mean that pupils feel comfortable and secure. Sometimes, pupils' needs cause them understandable anxiety and frustration, which can lead to challenging behaviour.

Such incidents are usually resolved quickly, although sometimes staff lack the confidence to step in early enough to stop a pupil's behaviour becoming more problematic.

Leaders aim to equip all pupils with the knowledge and skills needed to live as independent a life as possible. Pupils develop secure strategies for communicating their thoughts and wishes.

Their needs vary widely, and staff work hard to find a communication strategy which works best for each pupil. This ensures that all pupils learn how to express choices and preferences, and adults respect their views.

The school's curriculum provides a wealth of opportunities to help to prepare pupils for future life.

Pupils are ambitious for the future, speaking to inspectors about their plans to be a mechanic, an artist, a karate teacher or head of school. There are plenty of activities to spark and nurture pupils' interests, such as football, music and yoga. They thoroughly enjoy the school's excellent facilities, which include a swimming pool, a gym and a set of customised go-karts.

During the inspection, pupils thoroughly enjoyed running the school's tuck-shop, taking turns to serve customers and to use the till.

Safeguarding

The arrangements for safeguarding are effective.

The designated safeguarding lead (DSL) is highly knowledgeable about safeguarding matters.

She uses a wide range of training and resources to ensure that staff have an up-to-date understanding of policies and procedures. Staff are confident about what to look for, recording and reporting any concerns diligently, no matter how minor they may seem.This means that the DSL can spot any worrying trends or patterns over time.

She and her colleagues work closely with agencies, acting quickly, where necessary, to ensure a pupil's well-being. All parents who completed Ofsted's survey feel that pupils are safe and happy in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Recent improvements in the English and mathematics curriculum are not yet fully established.

As a result, there are variations in how well pupils learn in these subjects. Leaders should continue work to ensure that improvements in English and mathematics are securely embedded. ? Some staff have a better understanding of behaviour management strategies than others.

Variations in behaviour management mean that pupils sometimes behave less well than they should. Leaders should improve this aspect of the school's work.

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 second ungraded inspection since we judged the school to be good in April 2013.