Kingsley Special Academy

Highlights from Latest Inspection

What is it like to attend this school?

Kingsley Special Academy is a warm, welcoming and inclusive school.

Staff care deeply for the pupils, all of whom have special educational needs and/or disabilities (SEND). Leaders' vision of 'helping people living in extraordinary circumstances to live ordinary lives' is truly at the heart of everything that staff do in this school.

Pupils are happy at Kingsley and feel safe.

Pupils know that bullying is unkind. They say that it does not happen. Pupils say that they have adults whom they trust in school who would help them if they had a worry.

Leaders' expectations are high. There are no limits on what staff believe their pupils can achieve. Pupils ...know that they are here to learn.

From early years onwards, staff encourage pupils to regulate their behaviour and join in with lessons.

Pupils enjoy the regular Camp Kingsley, as well as the annual talent show. Pupils proudly shared their experience of singing in the 'Young Voices' concert shown on the television show 'Blue Peter'.

Parents and carers are overwhelmingly happy with the school. One comment, typical of many, was: 'Kingsley Special Academy is a truly special place! The staff know every single child well and greet them each morning with a happy smile and encouraging words'.

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

Pupils and children who attend the school face significant challenges with learning.

They receive an outstanding quality of education. Leaders have planned, and teachers deliver, a sequenced and well-thought-through curriculum. This highly flexible and ambitious curriculum means that leaders provide for each child's needs as they change and evolve.

This is not straightforward. Every pupil needs something unique. Staff strike a very delicate balance between teaching a range of topics while also addressing the specific needs of pupils, as outlined in their education, health and care (EHC) plans.

This draws on checking on pupils' learning and identifying the next learning steps.

Leaders prioritise the development of pupils' communication skills. This focus on communication starts in early years.

Staff help pupils to communicate using various communication aids. Developing pupils' communication skills is an important part of the school's curriculum. It is embedded in lessons across the school.

Staff make effective use of objects, symbols and 'signalong' to enable all pupils to have a voice. Speech and language therapists work alongside teachers to ensure that pupils get the support they need. Staff help pupils with the most complex needs to appreciate the world around them.

Staff are experts in early reading. They use a variety of ways to introduce pupils to books and stories. The school library is well used and enables pupils to enjoy books.

Teachers use well-defined strategies to engage most pupils with sounds and symbols to prepare them for phonics-based teaching. Leaders make sure that children start learning to read as soon as they are ready.

Staff approach negative behaviour as a form of communication.

Staff are highly attuned to the feelings and anxieties of pupils and are successful at minimising these. By doing this, staff quickly understand what is wrong and provide support and help pupils to learn to regulate their behaviour and manage their emotions. Disruption to learning is rare.

Early years staff build strong and trusting relationships with children. This ensures that children settle quickly and flourish.

Personal development is a high priority.

Opportunities for pupils to develop their talents and interests are of exceptional quality. All Year 6 pupils take part in a trip to the Isle of Wight for a week. This helps to get them to develop their independence and to be ready for the next steps in their education.

Pupils enjoy the annual celebration of local special schools in the 'Kids Day Out' in the park. They enjoy trips, for example to the National Space Centre and the Polar Museum in Cambridge. All children and pupils enjoy cooking and swimming regularly in school.

Pupils relish the regular Camp Kingsley sleepovers, which develop character. Pupils enjoy activities at lunchtime, such as tri-golf, as well as the after-school club. Pupils learn about different faiths.

For example, they enjoyed celebrating Holi in a festival of colours that included a range of sensory experiences for all.

Governors know the school very well. They provide leaders with support and challenge in equal measure.

Leaders work closely with the trust and external experts to ensure that the school continues to grow and flourish.

Staff are extremely proud to work at this school. Leaders and governors engage with staff effectively.

They are keen to ensure that staff do not experience undue pressure due to workload demands. Staff feel valued and listened to. They speak warmly about the care shown by leaders for their mental health and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong safeguarding culture. All staff are acutely aware of the risks that their pupils may face, and staff know how to spot signs that pupils may be experiencing harm.

Leaders are relentless in securing the help that vulnerable pupils and their families need. They work highly effectively with external agencies, as well as their own in-house therapeutic teams. Leaders have developed a multi-agency approach to keeping pupils safe.

Leaders ensure that the pre-employment checks completed on staff are thorough.

Pupils learn how to keep themselves safe, including when online. They know that adults will listen to them if they have any concerns and will help.

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