Glenwood School

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About Glenwood School

Name Glenwood School
Ofsted Inspections
Headteacher Mrs Josie Payne
Address Washington Road, Emsworth, PO10 7NN
Phone Number 01243373120
Phase Special
Type Community special school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 107
Local Authority Hampshire
Highlights from Latest Inspection

What is it like to attend this school?

The school has high expectations for what pupils can achieve.

They are encouraged to 'be your best you' at all times. Pupils' education, health and care (EHC) plans are central to realising this. The calm and purposeful atmosphere supports pupils' learning effectively.

They work hard, behave well and are ambitious for the future.

Pupils are valued as unique individuals and are proud to be part of this vibrant and nurturing school. There is a tangible sense of belonging here.

Each morning, pupils are greeted warmly by staff, who know them well. Pupils feel safe because of the strong and trusting relationships staff form with them. Consequently, pupils... truly flourish in all areas of their learning.

Pupils are kind, empathetic and respectful towards each other. Breaktimes are well-ordered and sociable occasions. Pupils mix happily together, playing football, using the outdoor gym equipment or catching up with their friends.

They enjoy the extra opportunities, trips and visits they experience. Pupils take part enthusiastically in events such as activities weeks, sports day and outings to the local area. They also relish the 'life skills programme'.

Pupils value how visits to the local shops help them to learn about finance and develop their independence.

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

The school's determination to ensure that pupils succeed and are 'well prepared for the world outside of Glenwood' shines through all areas. Communication between staff is highly effective.

Each pupil's individual needs, including those outlined in their EHC plan, are known, considered and met successfully. Older pupils achieve a range of nationally accredited courses suited to their interests and abilities. They are well prepared for the next stage of their education.

The curriculum is broad and ambitious. It has been constructed carefully around what pupils needs to know and remember well. In the past few years, improvements to the curriculum have ensured greater precision about the knowledge and skills pupils should learn in each subject.

This means that teachers are clearer about what to teach and when. In physical education (PE), work to further refine the curriculum is ongoing.

Rightly, the school places great emphasis on the teaching of reading.

This includes promoting the enjoyment of reading by providing opportunities for pupils to read each day. Many pupils are at an earlier stage of learning to read. Gaps in their phonics knowledge are identified accurately.

Pupils have the tailored support that they need to help them learn to read confidently. This is because expert staff teach reading particularly well. However, occasionally, in other subjects, there are instances where a small number of staff's subject and teaching expertise is not as consistently effective.

This sometimes limits the progress that pupils make. The school is addressing these variations in how the curriculum is delivered.

Pupils know the school's high expectations for their behaviour.

However, they sometimes struggle to regulate their behaviour. Staff are adept in spotting the slightest changes in pupils' mood and demeanour. They respond to these changes with sensitivity and care.

Consequently, pupils receive expert support to help them get back on track quickly.

Some pupils do not attend school regularly enough. This means that they miss out on important learning and wider experiences.

The school is employing a range of carefully thought-out strategies to address this. Despite their best efforts, the school understands that there is still more work to do.

The curriculum to support pupils' wider development is strong.

Pupils learn about personal safety and how to look after their mental and physical well-being. A comprehensive careers programme teaches pupils about the jobs and courses they can pursue. They learn about different festivals and talk knowledgeably about other cultures and faiths.

Pupils ensure that everybody is treated equally and talk maturely about individual liberty and mutual respect. They are well prepared for modern life.

Knowledgeable governors know the school well.

They make sure that the quality of education is of a high standard and meets the needs of the pupils. The school makes sure it considers the workload and well-being of staff when it makes decisions.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is not delivered as effectively as it could be. This limits the progress pupils make. The school should ensure that staff have the subject and teaching knowledge to deliver the planned curriculum consistently well.

• Some pupils do not attend school often enough. This means that they miss out on essential learning and vital school experiences. The school should ensure that their ongoing work leads to improvements in pupils' attendance where they are needed.

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