Stanton Vale School

Highlights from Latest Inspection

What is it like to attend this school?

Stanton Vale is a happy, welcoming, inclusive school.

Pupils benefit enormously from the kind, compassionate and highly skilled staff. Pupils are treated with great humanity, dignity and respect throughout the day. Staff work closely with pupils, parents, carers and specialist external agencies to fulfil their roles with expertise and care.

The school has high expectations for all pupils. It has established these expectations through recent strengthening of the school's curriculum. Staff know and respond to pupils' special educational needs and/or disabilities (SEND) well.

As a result, pupils make good gains in their learning and the school is a calm place. W...hen receiving care, staff ensure, as far as possible, that pupils' medical needs do not detract from their time in lessons and with friends. This way, their needs are not a barrier to them enjoying school.

Pupils know that staff will help them with any worries or concerns they may have. This helps pupils to feel happy, safe and understood.

Pupils receive an exceptional personal development curriculum.

They are able to explore the world around them both in school and out in the wider community. Carefully planned experiences enrich their lives such as visits from the emergency services, trips to the Sea Life Centre and an adaptive aquarium experience.

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

The ambitious curriculum clearly sets out what pupils are to learn in each of the school's five pathways.

Each pathway is matched to pupils' broad developmental needs. Staff use these pathways flexibly and adapt their teaching to meet pupils' specific, and often significant, developmental needs. This flexibility and adaptability are key reasons for pupils' success, as pupils experience a truly personalised journey thorough the school.

Physiotherapists, speech and language therapists and occupational therapists work alongside school staff to put the right help in place for pupils. This supports their health and well-being across the school.

Transition to Stanton Vale is carefully managed by the school.

Staff swiftly identify any unmet needs. EHC plans are used by staff to create individual learning plans which have precise targets. The school tracks these plans carefully to ensure that it provides any interventions that are needed.

Children who enter the school in the early years, follow the 'Discover' pathway. By the time 'Discover' children transition into the next curriculum pathway, they typically achieve their full potential in the early years foundation stage and are fully prepared for their next steps. They have the skills, knowledge, communication and confidence for future learning.

Staff have strong subject knowledge, present information clearly and check pupils' understanding systematically. They regularly provide helpful feedback to pupils. This ensures that pupils build on their knowledge successfully.

Communication is a strength and golden thread through the school. Across the school, pupils learn ways to communicate their needs and to ask for help. This strengthens and encourages pupils' independence and resilience.

Where appropriate, there is a clear focus on teaching early reading. Staff teach the school's phonics programme skilfully. Where pupils' developmental needs allow, they become increasingly confident readers as they get older.

Staff are typically effective in supporting pupils to manage their behaviour. This gives pupils the best chance to achieve their potential. Classrooms are calm and positive spaces where learning is rarely interrupted, and routines are well established.

Children in the early years learn and play alongside each other well. On occasions, teachers and in class support staff do not select and deliver tasks which challenge and extend pupils knowledge and skills. As a result, pupils can disengage from their learning.

The school consistently promotes the extensive personal development of all pupils. They are exceptionally well prepared for life beyond school. Through the 'independent living' curriculum, they develop the essential life skills needed for independence and community participation.

Pupils access a wide set of coherently planned experiences that enrich the curriculum. Through these, pupils are encouraged to become healthy, responsible and active citizens. For example, pupils explore sustainability and complete research through participating in the 'Let's Go Zero' project.

As a result, pupils are more aware of their impact on the world around them. Pupils enjoy cooking, trips to the shops and taking part in the Duke of Edinburgh Award Scheme involving 'camp outs'. They also take part in a range of clubs and musical performances.

Pupils enjoy trampoline therapy and visits to the leisure centre. They engage in enterprise activities, for example making craft items to sell at a Christmas fair.

From the early years through to the sixth form, the school considers pupils' futures carefully.

Students in the sixth form study towards meaningful qualifications, awards and accreditations. Pupils access valuable careers advice and support with their next steps and are given regular and meaningful opportunities to experience the world of work. They enjoy experiences of college.

All students go on from Stanton Vale to meaningful destinations.

The trust and the local governing board support the school effectively. They have first-hand evidence of what the school does well and what needs to improve further.

Leaders carefully consider workloads when making decisions and ensure that staff receive continuous professional development. As a result, staff typically feel valued and well supported, particularly in terms of their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, teachers and in class support staff do not select and deliver tasks which challenge and extend pupils' knowledge and skills. As a result, pupils can disengage from their learning. The school should support staff to select and deliver tasks which match the ambitious curriculum consistently well for pupils.

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