Whitefield School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils attending Whitefield school are happy, well cared for and kept safe. Pupils are treated with dignity and respect and enjoy positive relationships with adults.

Staff are highly knowledgeable about working with the considerable range of varying needs.

Leaders have high expectations for what pupils can achieve. Pupils access a broad and interesting curriculum that prepares them well for the next stage of their education, employment or training.

The curriculum in most subjects is well designed to ensure that pupils achieve the outcomes outlined in their education, health and care (EHC) plans. Over time, pupils are well supported to develop their communicat...ion, language, independence and physical confidence.

Pupils behave well.

This is because staff are consistent in their expectations and provide well-targeted support to manage and regulate pupils' emotions. Pupils benefit from a well-planned careers programme, including opportunities for work experience. They are well prepared for life in the world beyond school.

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

In close partnership with a team of speech and language therapists, leaders have designed an ambitious curriculum that builds from pupils' different starting points. Developing pupils' language and behaviours is prioritised. Staff observe and identify pupils' preferred communication techniques.

These are practised and expanded on so that pupils learn to communicate effectively through gestures, words, symbols, images and objects. As a result, pupils are increasingly confident to make choices, state their opinions and say 'yes' or 'no'. For example, during snack time, pupils are encouraged to communicate their choice and indicate when they have finished.

The planned curriculum goes beyond what is detailed in pupils' EHC plans. When pupils are ready, they follow a curriculum that aligns with what is expected nationally. Post-16 students access a range of qualifications that prepare them well for the next stage of their education, employment or training.

In most subjects and pathways, the important knowledge that pupils need to secure has been clearly identified and logically sequenced. This supports pupils to develop a deeper understanding of important ideas. For example, in mathematics, children in early years practise counting out different objects.

Older pupils apply this knowledge in different contexts, for example when they are measuring or buying ingredients.

However, this is not consistent. In some subjects, the important ideas that pupils need to learn are not identified as clearly.

In these areas, pupils do not develop as secure an understanding over time.

Leaders prioritise reading. In early years, children engage, listen and join in with familiar stories and songs.

This ensures that they are ready to begin learning to read from Reception. Staff are well trained and deliver phonics with precision. Pupils show persistence and enjoyment when practising reading.

Carefully chosen books that match the sounds they have learned help pupils to practise their reading and become fluent.

Pupils' EHC plans are shared with staff, along with pupils' personalised support plans. Teachers use these documents to ensure that the curriculum provides pupils with sufficient time to practise and embed the skills and knowledge they need.

Teachers check how well pupils are progressing towards achieving their targets. They amend tasks and activities accordingly so that pupils are well supported to succeed.

Leaders have high expectations of pupils' behaviour.

Staff identify what causes pupils to become dysregulated. This information is used to design and implement appropriate strategies to manage and reduce these instances. For example, pupils understand and anticipate the daily school routines.

This supports them to regulate their behaviour. Leaders' work in this area has led to a reduction in significant behaviour incidents. Pupils are generally kind to one another and display positive attitudes towards their learning.

Pupils' personal development is well considered. The curriculum has been designed to help pupils to develop their understanding of important issues. These include safe and respectful relationships, maintaining financial security, physical health, and understanding democracy and the rule of law.

Pupils learn about important events and festivals, such as Eid, World Children's Day, Black History Month, Pride, Mental Health Awareness Week and the recent coronation of King Charles III. Pupils receive appropriate advice and guidance regarding their future career options. For example, pupils complete work placements in hospitality, horticulture and manufacturing.

Leaders are increasing the opportunities that pupils have to visit the community and take part in different experiences. For example, pupils enjoy working in the local allotment. A range of after-school clubs are provided, including cookery, drumming and choir.

However, there are limited opportunities for pupils to engage in different activities at breaktimes. This means they do not have as much opportunity to develop their social interaction with their peers outside of the classroom.

Staff appreciate the opportunities they have to develop professionally.

They feel that leaders are considerate of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

All staff have been trained to recognise signs that a pupil may be at risk of harm and how to report such concerns.

Leaders meet regularly to discuss and track pupils who may be at risk. They keep meticulous records and engage well with external partners and agencies. This helps to secure appropriate support for pupils and their families.

Trustees understand their role in safeguarding. They ensure compliance with statutory guidance through regular audits, including of pre-employment checks. Pupils are taught about safety through a carefully planned curriculum that considers their specific learning needs and vulnerabilities.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the component knowledge that pupils need to learn is not clearly defined. In these instances, pupils do not consistently build a secure body of knowledge. Leaders should identify the specific knowledge that they want pupils to learn and remember across subjects and pathways.

• There are limited opportunities for pupils to engage in different activities during breaktimes and lunchtimes. This limits social interaction with their peers beyond the classroom. Leaders should expand opportunities for pupils to engage in social activities with their peers at breaktimes and lunchtimes.