|Name||Bladon House School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 March 2019|
|Address||Newton Solney, Burton-on-Trent, Staffordshire, DE15 0TA|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Bladon House is a part of the Senad group of schools. The school is an independent special school for boys and girls with special educational needs and/or disabilities (SEND). All pupils have an EHC plan. All pupils have complex needs, including: a diagnosis of autistic spectrum disorder (ASD) and Aperger’s syndrome; speech, language and communication needs; moderate or severe learning difficulties; and social, emotional and mental health mental issues. The majority of pupils demonstrate challenging behaviour, resulting from their complex needs. Some pupils and students are residents of the children’s homes located on the school site. 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 up to 100 pupils aged between five and 19 years. There are currently 45 pupils on roll. The school works with three alternative providers to provide pupils with some of their education off-site. These are Baby People in Derby, Padley Centre in Derby and Scropton Riding for Disabled in Scropton. The school has four aims, which are that pupils should find a way of life that suits them, achieve a sense of physical and emotional well-being, self-manage behaviour and have maximum opportunities for inclusion and independence. The school’s last standard inspection took place on 4 to 6 May 2016.
Summary of key findings for parents and pupils
This is a good school Senior leaders are committed to ensuring that the school provides pupils with effective opportunities to prepare well for their future. Pupils make outstanding progress in their personal development due to the effective support that they receive, particularly in managing their own additional needs. Teachers plan learning well, ensuring that the tasks pupils complete are at the right level. Pupils make good progress as a result. The subject-based curriculum is highly effective in ensuring that pupils study a broad range of subjects and can make good progress, including in English and mathematics. Staff ensure that all pupils, including non-verbal pupils, develop their communication skills well. Leaders provide well for staff’s needs, including those related to training and well-being. Work to keep pupils safe is rigorous, ensuring that pupils are safe and know how to be safe. Attendance is above national levels. Well-targeted support helps most pupils to manage their anxiety. For many pupils, this helps them to manage their behaviour well. Staff work well with parents, carers and referring authorities to ensure that the school’s provision meets pupils’ needs well. Pupils receive regular opportunities to undertake enrichment and extracurricular activities, including in the local community. Staff work closely to ensure that pupils move successfully on to their next steps when they leave the school. The proprietor knows the school well. He provides effective challenge and support. Occasionally, teachers do not consider pupils’ prior knowledge when planning new learning. Until recently, pupils have not made as much progress as they should in computing. The recently adopted curriculum for pupils who have severe learning needs has yet to embed fully to ensure that these pupils make consistently strong progress. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.