|Name||Castle Wood Special School|
|Ofsted Inspection Rating||Outstanding|
|Address||50 Deedmore Road, Coventry, CV2 1FN|
|Religious Character||Does Not Apply|
|Number of Pupils||157 (79% boys 21% girls)|
|Percentage Free School Meals||34.4%|
|Percentage English is Not First Language||39.1%|
|Pupils with SEN Support||2.2%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (14 January 2015)
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Information about this school
Castle Wood is a generic special primary school. The school admits pupils with a wide range of learning from those with profound and multiple learning difficulties to those with moderate learning difficulties and autistic spectrum disorders. Approximately half of the pupils are White British, with other pupils coming from a range of minority ethnic backgrounds. Around one quarter of pupils’ families have English as an additional language. There is a higher than average proportion of disadvantaged pupils who receive additional government funding known as the pupil premium. There are twenty children in the early years provision. Children start on a part-time basis, building up to full-time attendance when they are able to cope with a full day. The school has an after-school club which is managed by the governing body.
Summary of key findings for parents and pupils
This is an outstanding school. Castle Wood School has made good improvements since the last inspection, so that it is now outstanding in all areas. Outstanding teaching is characterised by lively, creative and imaginative learning. This captures the attention of pupils and results in extremely high levels of engagement by pupils. The early years provision is outstanding. Children make excellent rapid progress, in line with their different abilities. Their individual needs are met very effectively by diligent staff and exciting activities. Pupils continue to make outstanding progress throughout the school, irrespective of their different learning needs, backgrounds, gender or ethnicity. The wide range of learning needs of pupils is met very effectively. An innovative approach has been implemented to offer rich and varied programmes to pupils. This extends the principles of the early years provision across all classes. Planning for this new approach is evolving but is not yet consistent across the school. The promotion of pupils’ spiritual, moral, social and cultural development is strong. They enjoy visiting places of interest in the local community, residential trips and learning about different cultures. The behaviour and safety of pupils are outstanding. Pupils thoroughly enjoy school. They are keen to speak to visitors and take pride in their achievements. They become increasingly more confident, as their needs allow, particularly in developing their communication and independence skills. The recording of pupils’ progress through the use of learning journeys is excellent. These chart the progress of pupils powerfully, through photographs, in many different areas of learning. The leadership and management of the school, including that of the headteacher, are outstanding. Parents hold the school in high regard. One parent stated her child had made progress in ‘leaps and bounds’ since starting school. Parents are well supported by the school, and partnership working between home and school is very strong. Senior leaders check the quality of teaching regularly and provide advice, support and training which has led to outstanding teaching. Senior leaders and governors have created a positive learning climate, enabling pupils to thrive. They make excellent use of external advice to bring in new ideas and provide further challenge, so that the school is always looking to improve its work further.