Athena School

Highlights from Latest Inspection

Outcome

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

What is it like to attend this school?

The school continues to provide high-quality education and care for pupils with special educational needs and/or disabilities. Staff have a clear commitment to support pupils to achieve their potential. They work towards the school's vision of helping pupils 'acknowledge the past, manage the present and work hard towards the future'.

Staff understand pupils' individual needs well. They are very aware of the difficulties pupils experience. They offer a nurturing approach to help pupils understand themselves.

Staff help pupils to ma...nage their emotions by employing a range of carefully thought-out-strategies. Edna the guinea pig also helps to provide pupils with opportunities to have a calming break. Pupils develop strong working relationships with staff.

Most pupils appreciate the help staff give them. Pupils generally respond well to the high expectations set for them. Many say that they feel happy and cared for.

They engage with learning tasks and are proud of their work and achievements.

Most parents and carers are supportive of the school. One parent expressed the views of many others when they said, 'my child has absolutely thrived since starting at Athena School, they look forward to going to school and the positive change in them is incredible!'

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

The school has an ambitious vision to ensure that all pupils become successful learners.

Staff help pupils to catch up on any lost learning due to previous time out of school. Pupils access subjects from the national curriculum at a level that is appropriate for them through 'REAL' projects. These projects help pupils connect their learning and link it to important life skills.

Pupils develop their understanding of English and mathematics through a well-structured curriculum.

Teachers use their wide subject knowledge to present information clearly. They are skilled in using questioning to make careful checks on what pupils know and need to learn next.

Teaching staff provide work for pupils that builds on their previous learning. This allows pupils to deepen their knowledge of the topics they are studying. For example, in physical education, pupils use their prior knowledge of trampolining to combine technical moves with transitions to structure a full routine.

However, in some lessons and support groups, the work and activities pupils are given do not always match the ambitious aims of the curriculum. When this is the case, pupils spend time and effort on tasks that do not always develop the important knowledge they need to learn.

Reading has been prioritised for all pupils.

Staff are well trained to help pupils become more fluent readers. Pupils who need extra help with reading have access to a range of resources and interventions. This support is helping many to become more confident readers.

Pupils try hard to manage their emotions and regulate their behaviour. Most of the time they are polite to staff and interact well with each other. Staff provide the pastoral support pupils need to feel safe and ready to learn.

As a result, incidents of physical intervention by staff are less frequent than previously. Staff provide effective support for the families who struggle to meet the schools' high expectations for pupils' attendance. However, the school does not always use the data it collects to provide a precise picture of attendance and behaviour.

This makes it harder for those with governance responsibilities to hold the school to account in these areas.

The school has prioritised pupils' personal development. Pupils learn about the fundamental British values.

Staff teach pupils how to identify risks and keep safe, including when online. Pupils learn to think about different points of view. They understand why it is important to respect people who may be different to them.

Pupils benefit from a strong careers programme. They are well prepared for their next steps and life in modern Britian.

Staff feel well supported.

They appreciate the effort made to reduce their workload and improve their well-being. The actions of school leaders to continually improve the school are effective. The school's governing body provide appropriate checks to ensure that all statutory responsibilities are fulfilled.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some lessons, and interventions, the work and activities pupils are given do not always match the stated learning outcomes. As a result, pupils spend time and effort on tasks that do not always develop the important knowledge they need to learn.

This slows their progress through the curriculum and reduces their chances of meeting their targets. The school should ensure that all activities and interventions contribute towards developing the intended learning outcomes so pupils can achieve as highly as possible. ? The school does not use the data it has collected about behaviour and absence as effectively as it could.

For example, the school does not identify accurately any patterns or trends that provide leaders with an accurate view of the whole school. This limits the information governors have to keep the school accountable. The school should continue to refine its processes for data analysis, so leaders at all levels have a clear picture of the school to help them develop strategic priorities.

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 to be good 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 first ungraded inspection since we judged the school to be good for overall effectiveness on 12 and 13 December 2018.