The Pines Special School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school In recent years, the school has experienced several significant changes.

These include moving to a new site, a new leadership team, a large increase in pupil and staff numbers, and several new governors. Leaders, staff and governors have worked very hard to create an effective school community that aims to 'nurture and maximise the potential of every individual and celebrate their achievements'. Governors know the school well, including its strengths and the areas for further improvement.

Along with school leaders, governors are focused on providing the best possible education for all pupils. The curriculum ensures that all pupils access ...a broad range of subjects and experiences. Leaders do not yet have a clear picture of how pupils' skills and knowledge develop in different subjects over time.

Opportunities to develop pupils' independence, social and communication skills are plentiful and effective. However, leaders do not fully track the steps pupils make in their personal development to help maximise their progress. Key stage 2 pupils really enjoy weekly lunchtime clubs.

However, overall, pupils have access to a limited range of resources to play with during unstructured times. Most pupils make strong progress from their individual starting points. Pupils who are disadvantaged or who speak English as an additional language make similar progress to that of their peers.

Keeping pupils safe is central to the work of the school. There are effective systems to support pupils and their families. Pupils know that they can trust adults to keep them safe.

The great majority of parents and carers are very positive about, and appreciative of, all aspects of the school's work. The youngest children make a very positive start to their school life: many make rapid progress. While leaders constantly seek to improve the provision further, it is too soon to see the impact of some recent developments.

Staff build strong relationships with pupils and know their individual needs extremely well. They focus on reinforcing pupils' positive behaviour and are consistent in their approach. Most teaching is well planned to meet pupils' individual needs.

Routines are well established, and staff are generally effective in using strategies to engage pupils' attention and encourage active participation. Occasionally, teaching does not meet leaders' high expectations and pupils' learning may be slowed.

Information about this school

The Pines Special School educates boys and girls who have autism spectrum conditions.

All pupils have an education, health and care plan. More than three quarters of the pupils are boys. Children can start in early years from three years old, although many pupils are older when they first join the school.

In addition to primary classes, the school is now offering secondary education. There are currently pupils in Years 7 and 8. The proportion of pupils who are eligible for pupil premium funding is above the national average.

Pupils are from a wide range of ethnic backgrounds. Around one third of the pupils speak English as an additional language. The headteacher and deputy headteacher both took up post in September 2016.

The assistant headteacher joined the school in April 2018. The school moved to its current site in September 2016. Since then, the school has expanded rapidly in size.

Many pupils do not live in the immediate vicinity of the school. The majority of pupils are transported to and from school by minibus. The school does not use any alternative provision.

The school joined the Birmingham Special Schools Cooperative Trust in November 2018. The school continues to be maintained by Birmingham local authority. Strategic leadership is provided by the school's own governing body.

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