|Ofsted Inspection Rating||Good|
|Inspection Date||30 January 2013|
|Address||Wyld’s Lane, Worcester, Worcestershire, WR5 1DR|
|Religious Character||Does not apply|
|Number of Pupils||254 (71% boys 29% girls)|
|Percentage Free School Meals||32.9%|
|Percentage English is Not First Language||9.4%|
|Pupils with SEN Support||32.3%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
All pupils have a statement of special educational needs for severe learning difficulties. Approximately a third of the pupils have additional autistic spectrum disorders. The majority of pupils are White British. The proportion of pupils from minority ethnic groups is above average but the proportion who speak English as an additional language is below average. The proportion of pupils for whom the school receives the pupil premium is above average. This is extra funding provided by the government for pupils known to be eligible for free school meals, pupils in local authority care and those who are from service families. The school does not use any alternative provision. Fort royal is a generic Special School where many of the pupils have severe learning difficulties, so it is not applicable to relate the school to the government’s floor standards, which are the expectations for progress and attainment ordinarily set for schools.
Summary of key findings for parents and pupils
This is a good school. Pupils make good and, in some cases, outstanding progress and achieve well. They make particularly good progress in developing communication skills and excellent progress in their physical development. Much of the teaching is good, with some examples of outstanding practice. Teachers plan effectively to meet pupils’ needs and use signs and symbols as well as spoken language very effectively to help pupils express their views. Pupils of all ages feel safe in school. Their behaviour is excellent, and their confidence and independence greatly improve as they move through the school. The headteacher, with strong support from senior staff, has shown determination in checking the quality of teaching to ensure improvement since the last inspection and that it meets the increasing complexity of pupils’ needs. Governors challenge the school effectively, playing a very active part in helping to improve the quality of provision. The school is highly successful in engaging parents as partners in supporting their children’s education. Pupils’ social, moral, spiritual and cultural understanding is good. It is not yet an outstanding school because : Teachers do not consistently check on the progress the pupils make during lessons to ensure the work set is challenging at all times. The other adults who support the pupils’ learning do not always have the skills and knowledge needed to make sure that pupils progress as well as they might.