|Name||Alderwasley Hall School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 July 2018|
|Address||Alderwasley, Belper, Derbyshire, DE56 2SR|
|Number of Pupils||86 (63% boys 37% girls)|
|Percentage Free School Meals||0.0%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Alderwasley Hall School is a part of the SENAD group of schools. The school is on two sites. The Alderwasley Hall School site accommodates pupils up to 16 years of age. The Alderwasley Sixth Form, which is located near to Wirksworth, provides education for students who are above the age of compulsory education. Some pupils and students are residents of the children’s homes located at both school sites. These children’s homes are part of the SENAD group. Ofsted inspects these homes separately to the school. The school is registered to provide education for pupils aged five to 20 years. The school caters for pupils who have complex speech, language and communication needs. Many have a diagnosis of autistic spectrum disorder and Asperger’s syndrome. All pupils and students have special educational needs and/or disabilities. All pupils and students have an EHC plan. The school uses three colleges to provide part of the education of some of their sixth-form students. These colleges are: Derby College in Derby; Nottingham Central College in Nottingham; and Confetti Creative Arts College in Nottingham. The headteacher and the deputy headteacher both took up their respective posts in September 2016. The school’s aims are four-fold: to fulfil social and communication potential; to fulfil academic potential; to provide a memorable and enjoyable school experience for all; and to fulfil independence potential. The school’s last standard inspection took place on 1–3 July 2014. An emergency inspection of the school took place on 20 April 2016.
Summary of key findings for parents and pupils
This is a good school Leadership is outstanding. Leaders at all levels are ambitious for their pupils, and they have high expectations of the quality of teaching and support that pupils receive. Regular checks on the quality of teaching ensure that senior leaders act quickly when they identify that teaching is not of a high-enough standard. Pupils make at least good progress due to at least good teaching. Pupils make outstanding progress in mathematics due to the effective support that they receive to develop their problem-solving skills. Pupils receive first-class therapy to improve their communication skills. This is helping to speed up the progress that they make in English. Well-targeted support helps pupils to make outstanding progress in their personal development. All staff benefit from highly effective training. Pupils have positive attitudes to their learning. Staff work closely with pupils to ensure that they attend regularly. Incidents of challenging behaviour rapidly reduce because pupils receive effective support to help them to manage their behaviour. Comprehensive support ensures that pupils feel safe and know how to be safe. Students in the sixth form make good progress because of the good teaching and careful support that they receive. The proprietor has a precise understanding of the quality of the school’s provision and provides effective support and challenge. He and leaders ensure that the school fully meets the independent school standards. While progress in science is improving, too few pupils make strong progress. Not all learning support workers (adults who support pupils in their learning) are fully effective. Occasionally, teachers set work which lacks the necessary challenge to ensure that pupils make consistently strong progress. Compliance with regulatory requirements The school meets schedule 1 of the Education (Independent school Standards) (England) regulations 2010, as amended by The Education (Independent School Standards) (English) (Amendment) regulations 2012 (‘the independent school standards’) and associated requirements.