|Name||Bluebell Park School|
|Ofsted Inspection Rating||Good|
|Address||Cawthorne Walk, Southdene, Liverpool, L32 3XP|
|Religious Character||Does Not Apply|
|Number of Pupils||204 (67.6% boys 32.4% girls)|
|Percentage Free School Meals||52.7%|
|Percentage English is Not First Language||3%|
|Pupils with SEN Support||0%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (03 May 2017)
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Information about this school
Bluebell Park School was formed by the amalgamation of Springfield School and the Elms School on 1 September 2014. These schools were previously federated under one governing body. When the federated schools were last inspected by Ofsted, they were judged to be good overall. The school has had a vacancy for a substantive headteacher since May 2016. There are currently two joint acting headteachers. Some other senior leadership roles are also interim. The chair of the governing body has been in role for roughly two years. All pupils have a statement of special educational needs or an education, health and care plan, and most show a significant degree of learning difficulty. Many pupils also have autistic spectrum disorder and, in recent years, pupils’ needs have become increasingly severe and complex. There is increasing demand for places at the school. Almost all pupils are from a White British background, and there are more boys than girls in the school. Around half of the pupils are supported by the pupil premium funding. A small minority of pupils are looked after by the local authority. Classes often include pupils of mixed ages. The school has sixth-form provision for students up to the age of 19. No pupils attend off-site, alternative provision. A range of other professionals work in the school for some or all of the week. These include a nursing team, physiotherapists and speech and language therapists. The school does not meet requirements on the publication of information about the curriculum, governors, results or special educational needs on its website.
Summary of key findings for parents and pupils
This is a good school The acting headteachers have ensured that the school’s focus on providing a good education for its pupils has continued. The challenges of not having a permanent headteacher for some time are understood and managed well. With the support of other members of staff, leaders have continued to improve teaching and outcomes for pupils. The small governing body demonstrates a clear commitment to the school and its pupils. Governors support leaders well and are not afraid to challenge and probe when necessary. Pupils are very well cared for. Staff ensure that pupils’ learning and their physical needs are met, and the school is well equipped to do this. The school is friendly and pupils are happy. Bullying is very nearly non-existent. Safeguarding of pupils is given a very high priority. The buildings are safe and secure. While some pupils face behavioural challenges, the behaviour of all pupils is very carefully managed. Pupils show respect for each other and for their learning, which contributes well to the school’s calm atmosphere. Links with the local community form a key part of, and enhance, pupils’ experience. Systems for assessing pupils’ academic progress over time are being refined. In the past, the evaluation of pupils’ starting points lacked detail, which makes it harder for staff to measure the overall progress that pupils have made since they started in the school. Teaching is carefully planned to meet pupils’ individual needs. Teachers are acutely aware of the need to record small steps in pupils’ learning and to check how this relates to their engagement and understanding. Effective provision in the early years is being enhanced by a new approach to rewarding children when they learn well. The welfare requirements for the early years are met. Sixth-form provision works very well, develops students’ confidence and improves their skills. External accreditation, including in literacy and numeracy, is very carefully chosen for students to accurately match their stages in learning. The arrangements to ensure that pupils experience smooth transitions throughout the different stages of their education are well planned. Parents are highly satisfied with the education and opportunities offered.