St Giles’ School


Name St Giles’ School
Website http://www.stgiles.derby.sch.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.
Address Hampshire Road, Chaddesden, Derby, DE21 6BT
Phone Number 01332343039
Type Academy (special)
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 135 (73.3% boys 26.7% girls)
Academy Sponsor The Spencer Academies Trust
Local Authority Derby
Percentage Free School Meals 48.1%
Percentage English is Not First Language 29.1%
Persistent Absence 21.2%
Pupils with SEN Support 0%
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Full Inspection (07 December 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
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.

Information about this school

The school meets requirements on the publication of specified information on its website. The new headteacher took up post in September 2015. St Giles’ School is a maintained special school for pupils with moderate learning difficulties, severe learning difficulties and autistic spectrum disorders. All pupils have an education, health and care plan or a statement of special educational needs. There are 111 pupils aged between 4 and 11. A large majority of pupils are white British. A greater than average proportion of pupils are disadvantaged.

Summary of key findings for parents and pupils

This is an outstanding school Leadership and management are highly effective. Since his appointment in September 2015, the headteacher, supported by governors and leaders, has developed and significantly improved several areas of the school including pupils’ behaviour and pupils’ engagement in learning. Teaching and assessment are highly effective. Teachers have excellent understanding of the individual pupils and excellent curriculum knowledge. This helps them to plan creative and bespoke learning for pupils. Pupils make striking progress, throughout year groups and across the curriculum, considering the significant and complex range of special educational needs and/or disabilities, because : of the high expectations, challenge and support from teachers and teaching assistants. Leaders have taken effective action to enhance the school’s leadership capacity, developing leadership roles at a range of levels and securing opportunities for staff to share their practice more widely. This provides staff with valuable professional development and supports colleagues in other schools. Leaders have high aspirations for their pupils. They know the school well and have, since the last inspection, consistently improved the provision the school makes for the pupils and the outcomes the pupils achieve. Consequently, very strong progress made by pupils has been improved. The school is an orderly place to play and learn. The overall ethos and culture of the school encourages pupils to be independent. Teachers and support staff know each pupil very well and this enables them to support individuals well with their behaviour and to develop their independence. The early years provision is outstanding. Children make very strong progress because : the teachers and teaching assistants know the children and the curriculum exceptionally well. They create a stimulating learning environment for the children in which they can learn and play effectively. Senior leaders’ improvement of middle leaders’ and subject teams’ evaluation of the quality of their practice is not fully developed. The quality of outdoor learning provision varies between classes.