Stubbin Wood School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe and are happy at Stubbin Wood School.

They enjoy attending the school because of the strong relationships they have with the staff who care for them. One pupil said, 'Teachers are fabulous, and I don't know what we would do without them!'.

Leaders have ensured that the school is a safe and caring environment for pupils with complex special educational needs and/or disabilities (SEND).

They have high ambitions for all pupils. Leaders support all pupils to make a positive contribution to society. The 'kindness curriculum' promotes an attitude of thoughtfulness towards others.

Other aspects of the curriculum are preparing pupils well fo...r adult life and for employment.

Staff support pupils to communicate their needs in a variety of ways. They understand that some pupils may exhibit a range of behaviours associated with their additional needs.

Staff respond well to occasions when pupils behave in ways that are not typical for them. This support helps to ensure that pupils feel well looked after. Most pupils said that behaviour is well managed by staff and that if there were any incidents of bullying, these would be dealt with effectively.

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

Leaders have structured the curriculum into three curriculum pathways. They have designed these to meet pupils' particular needs. Pupils who are able to access subjects from the national curriculum learn on the 'investigate' pathway.

They develop their understanding of English and mathematics through a well-structured curriculum. The teaching of this newly planned curriculum has only recently begun. There is still work needed to ensure that the curriculum is consistently accessible for all the pupils.

The more informal curriculum, with 'engagement' and 'explore' pathways, provides good learning opportunities for pupils. This provision starts in early years and continues through to the sixth form. Pupils' sensory and communication needs are well provided for through these pathways.

The delivery of the curriculum enables pupils to build from their very early learning experiences. The school's early years foundation stage prepares children well for their next steps. Children in Nursery enjoy a welcoming and stimulating environment.

Leaders have ensured that there is a rich range of learning opportunities available. The children enjoy learning about growing plants and about caring of animals, such as the snails, called Brian and Gary. As children move from Nursery into Reception, they are well supported to develop their understanding and skills across the early years curriculum.

Leaders have prioritised reading. Teachers use phonics to teach children to read when they first start at the school. Teachers use a structured programme of teaching phonics for as long as is necessary.

This ensures that pupils are supported to become confident readers as soon as they are able.

Pupils receive a lot of help to improve their language and communication. Staff are skilled at helping pupils to get better at explaining what they want and need.

Pupils learn to do this by using objects or a picture exchange system. The support that pupils receive to communicate their needs helps to prevent them from becoming frustrated. This in turn helps them to remain calm and focused on their learning.

Leaders have focused on providing experiences that will have the greatest impact on pupils. Therapies such as those involving use of a trampoline or a hydrotherapy pool provide good opportunities to develop pupils' interaction, communication and physical health.

Students in the sixth form enjoy learning through a personal progress curriculum.

They study functional skills, learn about employment and prepare for independent living. They enjoy visits to different shops, where they learn how to use money and bank cards. Some students benefit from a range of work-experience placements and supported internships.

This helps to make them ready for their adult lives.

Leaders ensure that learning is not limited to the classroom. Pupils spoke enthusiastically about the many different trips they had been on.

These included local visits, as well as international travel to South Africa. They also talked about the responsibilities they have for decision-making in the school and the upcoming enterprise competition at the University of Derby.

There is an expanding range of lunchtime clubs for pupils, including for sport and dancing.

These clubs broaden pupils' learning and support their physical development. Pupils also spoke about 'kindness keepers' and how they are encouraged to show kindness to others. The new 'identity' curriculum teaches pupils how to understand themselves and others.

This curriculum also develops pupils' spiritual, moral, social and cultural understanding and prepares them for life in Britain.

Staff appreciate the support that the school leaders give them. They say that leaders care about their well-being and are considerate of their workload.

Senior leaders provide valuable support to staff to help them in their various roles.

Some parents and carers who responded to the survey and those who spoke to inspectors expressed a desire for more communication from leaders. Parents want more regular and detailed information about their child's progress at school, for example.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand their responsibility to use their knowledge of the pupils to identify any safeguarding concerns. They know to report any such concerns immediately.

The close relationship that the school's early help team has with families enables them to provide comprehensive support. Those responsible for leading safeguarding are quick to act, involving other agencies when it is appropriate. They keep accurate records and have appropriate procedures in place to manage any allegations.

There is a strong culture of safeguarding at the school. Pupils are taught how to stay safe, including when online and when they are out in the local community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that the well-structured formal curriculum has been implemented by teachers in a way that all pupils can understand.

In some lessons, pupils have not been taught the prior knowledge they need in order to understand new ideas. While leaders are ambitious for pupils, they have not fully considered the impact of teachers introducing concepts that pupils are not yet able to understand. Leaders need to ensure that teachers' implementation of the school's formal curriculum is accessible to all pupils who study it, to help them build up their knowledge over time.

• Some parents who expressed a view feel that leaders can do more to communicate effectively with them. These parents believe that a range of communication opportunities are lacking, and so feel disconnected from their child's learning experience. Leaders need to ensure that communication from the school ensures that parents have the opportunity to know how their child is progressing at the school.

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