Milton School


Name Milton School
Website http://www.miltonschool.org.uk
Ofsted Inspection Rating Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 15 February 2011
Address Storey Street, Swinton, Mexborough, South Yorkshire, S64 8QG
Phone Number 01709570246
Type Special
Age Range 5-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 116 (78% boys 22% girls)
Academy Sponsor Interaction And Communication Academy Trust Limited
Local Authority Rotherham
Percentage Free School Meals 43.3%
Percentage English is Not First Language 6%
Persisitent Absence 25.2%
Pupils with SEN Support 2.6%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about the school

This average-sized school is designated for pupils with moderate learning difficulties. Over a half of these pupils have autistic spectrum disorders, and one in ten has emotional and behavioural needs. All pupils have a statement to meet their special educational needs. A few pupils are from Travelling families. Almost all pupils are of White British heritage. A very small proportion of pupils are looked after by the local authority. At the start of the academic year, the school was awarded specialist status for its expertise and work with other schools in communication and interaction. In addition, it has achieved numerous national awards including the Sportsmark, Platinum Healthy School status, the Warwick Platinum Enterprise Award, and the Sustainable School Award.

Main findings

This is an outstanding school that provides excellent value for money. This also applies to the outreach services that help other teachers to provide programmes for pupils with autistic spectrum disorders and those who experience problems communicating. Pupils’ achievement is outstanding. This is the result of an innovative curriculum and outstanding teaching. Pupils make impressive progress in all subjects in all key stages. The rate of progress for all pupils is accelerated by weekly sessions focused on targets in individual education plans. This has led to exceptionally good results in national tests at the end of Year 6 in English and mathematics. Pupils are particularly proud of their written work, but on occasions, their writing in integrated studies and science is not always of the same standard as in their literacy books. Nevertheless, by the end of Year 11, all pupils leave with nationally recognised awards in English, mathematics, and information and communication technology. Highly effective links with mainstream schools enable more-able pupils to work at a much higher level and gain GCSE in, for example, mathematics, science and physical education. Through carefully thought-out daily routines and an extensive programme, pupils make excellent gains in their spiritual, moral, social and cultural development. They receive impressive care, guidance and support. Exceptional links with parents and carers, and partnerships with numerous health professionals and other agencies contribute greatly to pupils’ learning and well-being. The support for those who are most vulnerable due to their circumstance is exemplary, enabling pupils to cope with significant, and often traumatic, changes in their young lives. Pupils discover their strengths, and the aspirations of families are changed. Pupils and staff thrive under the leadership of the inspirational headteacher and deputy headteacher. They have successfully created an amazing school that embraces all learners and have worked with great determination and imagination to improve the provision. Resolute not to stand still, since the last inspection the school has gained specialist status for communication and interaction. Advice in setting up of a unit for pupils with autistic spectrum disorders in a secondary school has enabled some pupils to stay in mainstream school and plans are well advanced for further community support when the new building is completed. Self-evaluation is accurate. Leaders know the school in fine detail. A wealth of information is collected and analysed on pupils’ achievements and social development. Leaders are visionary; they know where they are going and how to get there. This gives them outstanding capacity to continue to improve.