Tuke School

Highlights from Latest Inspection

Outcome

Tuke School continues to be an outstanding school.

What is it like to attend this school?

Tuke School is a very special place. Pupils reach personalised and ambitious goals because of the school's support.

Every part of school life is designed around the school's high expectations to meet the needs of individual pupils. For example, every pupil is able to communicate because staff use carefully selected signs, symbols and objects of reference.

Pupils study a broad and rich curriculum.

This goes beyond areas of learning such as communication and numeracy to include music, cooking and dance. Pupils are happy and safe. They are cared for by an expert multidisciplinar...y team.

Every member of this team works together so that pupils can be as independent as possible. Pupils' independence is promoted throughout the school.

A distinctive part of the school is the purpose-built building that leaders helped to design.

It has wide, bright corridors that help pupils to move easily and safely around the building. Specialist resources include a hydrotherapy pool, as well as art and food rooms. All classrooms connect to an outside area.

This gives pupils the space they need so that classrooms are calm and purposeful. Leaders' and staff's expertise, together with consistent routines, mean that pupils' behaviour is exceptionally well supported.

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

Leaders and staff have the very highest expectations for all their pupils.

They work hard to address pupils' needs through the personalisation of a broad, innovative and coherently planned curriculum.

The curriculum is planned so that pupils build upon what they learned before. For example, in the visual arts, pupils learn about different colours before learning about the abstract concept of shadows.

Leaders make sure that there is enough time in the curriculum for pupils to learn what is intended. Outside of lessons, there are many opportunities for pupils' broader development. For example, every lunchtime, pupils sit together with staff and friends to communicate and practise choice making.

There is also a range of planned cultural and social activities throughout the year. For example, some pupils explore dance during their lunchtime activity.

Each pupil is set clear and achievable targets called 'learning intentions'.

These are short-term targets that enable pupils to reach the long-term goals set out in their education, health and care (EHC) plans. Teachers use their knowledge of the curriculum and pupils' learning intentions to plan interesting lessons that are appropriate for every pupil in the class. Teachers, support staff and senior leaders revise and moderate these targets rigorously to ensure they are always appropriately challenging.

As a result, pupils are extremely well prepared for their next step in education, employment or training.

Pupils use many different ways to communicate in and outside of lessons. Leaders have ensured that all staff have the necessary skills to communicate with pupils effectively.

This is because there is appropriate training in place. For example, teachers receive regular and bespoke training from the school's speech and language therapist.

A strength of this school is the close working relationship between teachers, support staff and pupils.

Staff know their pupils extremely well and provide consistent and individualised approaches to support exemplary behaviour. Incidences of challenging behaviour are rare. Classrooms are purposeful and calm, which consistently encourages pupils' learning.

Leaders are ambitious for what students will do when they leave the school. The post-16 curriculum has been designed to help students go on to lead successful and independent lives. For example, students learn what they need to know to be able to prepare, cook and eat their own lunch.

Alongside the post-16 curriculum, students work towards qualifications. This ensures that their progress is recognised and celebrated. Students also have the opportunity to apply what they have learned through work experience.

Governors and leaders recognise and value the important role played by every member of staff. Leaders are proactive in addressing the challenges of recruiting suitably qualified teachers. There is also a leadership programme in place to develop staff expertise further.

Leaders appreciate that the school's staff work hard. They have taken steps to manage workload and promote well-being. Staff feel well supported and trusted.

They said that they are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive regular safeguarding training and updates.

Teachers and support staff are aware of what to do if they have any concerns about the welfare of pupils. They recognise that, for many pupils, communicating their concerns is difficult. Staff are therefore alert to any changes in behaviour and there is a sharp focus on making sure that pupils can express how they feel.

Teachers feel confident that they can always speak to leaders if they have any concerns.

Leaders work closely with the relevant agencies to keep pupils safe.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called a section 8 inspection of a good or outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that a good school could now be better than good, or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be outstanding in October 2011.