Ash Field Academy

Highlights from Latest Inspection

Outcome

Ash Field Academy continues to be an outstanding school.

The principal of this school is Tracey Lawrence. This school is part of the Discovery Schools Academies Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Paul Stone, and overseen by a board of trustees, chaired by Richard Bettsworth.

What is it like to attend this school?

Ash Field Academy is an inspirational school. All pupils at the school have special educational needs and/or disabilities (SEND).

They face considerable barriers to their learning and development. Staff are highly skilled in helping pupils and stude...nts in the sixth form to meet these challenges with confidence. As a result, pupils flourish.

One student said: 'When I leave, I want to go to residential college alongside other people with disabilities. Having the confidence to be able to come out of the protective bubble of Ash Field and explore the world takes willpower. Thank you to Ash Field for helping me come out of the bubble.'



There are high expectations for pupils' achievement. All pupils achieve exceptionally well from their starting points.

Staff treat pupils respectfully and with kindness.

They know each pupil extremely well. Pupils form trusting relationships with staff and strong friendships with their peers. Classrooms are calm places.

As a result, pupils feel happy and safe at Ash Field.

Pupils benefit from a wide range of opportunities which enhance their life experiences. For example, collecting and delivering food to the local food bank.

Students befriend adults in the local care home for people with dementia. They have a real presence in the local community.

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

Most pupils and students in the sixth form have an education, health and care (EHC) plan.

There are three pathways that pupils may travel on once they have completed the 'Early Primary' stage. Staff have clearly identified the key knowledge they want pupils to know, and the skills they want them to learn in each pathway. Pupils experience a highly personalised curriculum in all pathways, which seamlessly blends therapeutic and academic approaches.

Staff carefully consider what is set out in EHC plans when designing lesson activities for each pupil, including children in the early years and sixth form. They skilfully teach the curriculum. The school provides opportunities for pupils to attend lessons across different pathways within school, and at a local secondary school where appropriate.

No limit is set on what can be achieved.

Class staff work closely with the specialist teams in school, such as the movement team and communication team, and medical professionals. They develop a strong understanding of each pupil's needs.

The support for pupils with sensory needs is exceptionally strong. For example, pupils are taught how to use braille effectively, or to sign.

The school prioritises the development of pupils' reading, language and communication skills with a total communication approach.

This starts from the early years. For example, nonverbal pupils use assistive technology in phonics lessons. Signing and symbols are commonly used.

This helps pupils to engage in learning, find their voice and share their opinions. Their sense of humour shines through as their ability to communicate improves.

Pupils at the early stages of learning to read receive the help that they need to develop their phonics knowledge.

They read from books that match the sounds that they already know. This helps pupils to become fluent readers.

Physical development is a priority.

Pupils are enabled to be as independent as possible, and every opportunity is provided and used in doing so. Pupils take part in yoga, rebound therapy, soft play, hydrotherapy sessions and body rhyme. The movement team support staff well in ensuring comfort for pupils, and therapeutic interventions.

For example, pupils enjoy 'touch-free' assistive music technology devices that turn physical movements into sounds.

Some pupils are unable to attend school for extended periods of time due to their medical needs. Staff provide for these pupils exceptionally well.

The outreach specialist team visits pupils at home and ensure that therapeutic approaches are delivered alongside the curriculum. The wider world is brought to these pupils. For example, they explore the city of Marrakesh through multisensory stories and take virtual music trips to Ireland.

The school has placed the personal development of each pupil and student at the heart of the curriculum. For example, sensory stories are used to explore religious events, such as Holi, Diwali, and Ramadan. Pupils are sensitively taught about potential risks when learning online and about healthy relationships.

Immersive days explore different cultures. There are lunchtime clubs for pupils and students to enjoy, including musical mindfulness. Pupils and students enjoy trips and residentials, such as the recent residential trip to Stoke Mandeville to take part in competitive sports.

Students in the sixth form receive an education that strongly develops their social skills and independence. For example, students complete travel training. As a result, they are very well prepared for their futures.

Work experience is a key feature of the sixth-form provision. Students value this and the opportunities it presents. One student recently gained employment though their placement.

Pupils learn to embrace their uniqueness and gain strength of character. They develop the self-belief that they need to tackle new challenges. Staff support pupils to do this.

For example, one student wanted to run a marathon and was successful in doing so alongside the member of staff who completed it with them.

Trustees have a clear understanding of the priorities in this school. The school prioritises the well-being and workload of staff.

Staff feel proud to work in the school.

Safeguarding

The arrangements for safeguarding are effective.

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 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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in June 2013.