Wilson Stuart School

Highlights from Latest Inspection

Outcome

Wilson Stuart School has taken effective action to maintain the standards identified at the previous inspection.

The executive headteacher of this school is Simon Harris.

This school is part of Education Impact Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jon Harris and overseen by a board of trustees, chaired by Calvin Hussey.

What is it like to attend this school?

Pupils achieve their personal outcomes exceptionally well at Wilson Stuart School.

Staff have the highest level of care and expectations for all pupils. As a result, pupils rise to these expectatio...ns and are ready for their next stages in education.

The school's curriculum focuses on getting pupils ready for life after Wilson Stuart (LAWS).

Learning activities and wider experiences are carefully considered to support pupils' physical development, communication, interaction and independence, starting from the early years. This means that pupils' individual needs are exceptionally well understood and well met here.

Pupils demonstrate the school's 'circle' values of communication, independence, resilience, confidence, leadership and esteem.

For example, pupils are given a range of leadership responsibilities, such as 'the kindness crew'. These pupils wear a high-visibility jacket and a distinctive yellow lanyard, which makes them stand out. They teach and show other pupils what kindness means and looks like.

Pupils know about healthy relationships. This helps to keep them safe.

Relationships across the school are highly respectful.

Positive relationships are demonstrated by all staff towards each other and towards pupils. Pupils are treated with great dignity and respect at all times. Staff work closely with pupils, parents, carers and specialist external agencies in order to fulfil their roles with exceptional nurture and expertise.

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

The executive headteacher leads the school with high ambition and enthusiasm. This is reflected through the school's exciting and carefully considered curriculum. The school is expert in understanding the barriers to pupils' complex physical and medical needs.

It has designed the 'get real' curriculum to 'give enough time for real' life experiences. Pupils build knowledge and skills over time across curriculum areas. This includes the children in the early years and students in the sixth form.

Pupils' achievements include a range of academic and vocational qualifications and other accreditations. In addition, pupils are taught skills that equip them well for independent living. All this prepares pupils for adulthood exceptionally well.

The school's strong partnerships with parents and external agencies leads to ambitious, jointly agreed personal learning goals (PLG) for pupils. These accurately identify and meet the special educational needs and/or disabilities (SEND) of pupils. Staff support pupils' communication and interaction skilfully and consistently across school.

Pupils know how to use a wide range of strategies to share their thoughts, feelings and opinions. The use of technology to enhance the curriculum is impressive. Pupils effectively use equipment, such as switches, eye gazes and joy sticks.

Reading is highly prioritised for all pupils. Pupils who do not use verbal language also learn how to read and communicate using these electronic devices.

Pupils display highly positive behaviours and attitudes to their learning.

They enjoy coming to school. Staff know their pupils very well. Staff will pick up on any small signs of change in pupils' behaviour and act on this quickly.

Pupils across school know the school's daily routines very well, starting from the early years. Pupils' attendance is high priority for the school. The trust is aware of pupils' significant medical needs and associated absences.

The school works very closely with families and agencies to support pupils' learning and safety when they are not in school. Leaders are doing all they reasonably can to achieve the highest possible attendance.

The school offers an impressive curriculum to supports pupils' personal development.

Pupils' physical difficulties do not stand in the way of them accessing a wide range of exciting experiences. For example, pupils take part in adventure based residential visits. Pupils can access and enjoy canoeing and sailing.

For many pupils, this will be their first time away from their families. Pupils' talents and interests are very well considered, such as in music and art. Pupils work with artists from the local community and curate their artwork at exhibition centres.

Pupils experience a range of lunchtime clubs, including drama, hairdressing and card games. Consequently, the development of pupils' character across school is exceptional.

The school promotes careers information, education, advice and guidance very well.

The complex needs of pupils are well considered. The school provides a range of opportunities to support students' wishes about their future. This is particularly strong in the sixth form.

Staff work closely with students and their families as they successfully move on to their next destinations.

The trust and the local governing body support the school well. However, leaders do not rest on their laurels.

They make sure that standards and quality provision continue to improve and go from strength to strength. The trust's motto of 'better never ends' is demonstrated by the whole school community. The school offers its expertise and support to other schools across the city of Birmingham.

The school is held in high regard with the local authority and community. Parents and carers are rightly overwhelmingly positive about the impact Wilson Stuart School has on their family and children.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 outstanding for overall effectiveness in February 2015.

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