The Rose School

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About The Rose School

Name The Rose School
Ofsted Inspections
Headteacher Mrs Helen Dunbavin
Address Greenock Street, Burnley, BB11 4DT
Phone Number 01282683050
Phase Special
Type Community special school
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 66
Local Authority Lancashire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils told inspectors that they feel safe, happy and well cared for at school. They said that the school is a much calmer place than it used to be. Leaders deal with bullying effectively.

Pupils learn how to improve their personal well-being. Activities such as The Duke of Edinburgh's Award help pupils to develop their independence and social skills. Pupils benefit from activities that support them to believe in themselves and to try new things.

Pupils said that leaders do not give up on them. The curriculum that leaders have designed motivates pupils to increase their aspiration. However, leaders do not build on this well enough.

They do not insist on the h...ighest expectations for all pupils' achievement. Some pupils do not achieve as well as they should. This limits their choices for their next stages of education, training or employment.

Leaders expect pupils to behave well. Pupils learn how to manage their own behaviour. Leaders ensure that staff understand how to support pupils to accomplish this.

Incidents of serious misbehaviour have decreased considerably over time. Pupils demonstrate improved attitudes to learning. However, some pupils do not attend school regularly enough.

This hinders how well they learn.

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

All pupils in this school have special educational needs and/or disabilities (SEND). Leaders provide clear guidance for staff so that they understand how best to support each pupil.

Leaders have begun to shape a curriculum that captures the interest of pupils. In key stage 3, the broad topics within the curriculum develop what pupils have learned in key stage 2. Teachers prompt pupils to recall what they have learned in the past and in other subjects.

This helps pupils to build new learning from key stage 2 to key stage 3.

Leaders are increasingly clear about what they want pupils to learn within topics. However, they have not thought carefully enough about what they want pupils to learn in each year group.

This means that some teachers are unsure about which key learning to focus on. Consequently, pupils' recall of earlier learning is uneven.

In key stage 4, a high proportion of pupils access their learning off site.

Leaders are not ambitious enough for these pupils. For example, leaders do not ensure that this group of pupils access the same breadth of curriculum that they would if they were in school. In addition, these pupils do not have the same opportunities to develop their reading knowledge as those pupils attending school do.

Teachers and tutors make sure that those pupils educated off site make progress in their chosen field of study. However, these pupils do not achieve qualifications or accreditation across a wide range of subjects. Their choices at the end of key stage 4 are reduced as a result.

Leaders have designed a new reading curriculum. All staff are trained well in how to enhance pupils' reading habits. Leaders have improved pupils' interest and enjoyment in reading through regular class sessions.

Nonetheless, leaders do not ensure that all teachers deliver these sessions as agreed. Additionally, some teachers do not expect all pupils to take an active part in lessons.

There are pupils across the school who do not have the phonics knowledge that they need to work out what unfamiliar words say.

This means that they are unable to access the curriculum independently. Leaders have very recently introduced a phonics programme to support pupils who find reading difficult. However, teachers have not begun to deliver this programme.

Pupils benefit from leaders' new approach to behaviour management. They listen respectfully to their teachers and to each other most of the time. Most pupils said that their attitude to learning has improved because of the support that they receive from leaders and other staff.

Disruption to learning is minimised.

However, some pupils' irregular attendance at school affects how well they learn. Pupils with low attendance do not achieve as well as they should because they do not access the support on offer to them.

Leaders permit some pupils to be educated off site at times when their SEND needs could be met at school.

Pupils respond well to the high-quality opportunities that leaders provide to develop personal qualities, such as confidence and resilience. Many pupils appreciate being outdoors as this helps them to regain composure or reflect on how they are feeling.

Pupils enjoy exploring the wooded area that they have designed and made themselves. Here they cook, build shelters and take part in team-building activities.

Leaders have made substantial improvements to the culture of the school.

This enables pupils and staff to focus on learning. Governors support leaders effectively in this work. However, governors are not as effective in challenging leaders to drive forward improvements to the curriculum.

Governors do not ensure that all pupils access the highest standard of education possible.


The arrangements for safeguarding are effective.

Leaders ensure that all staff are trained well in safeguarding.

Staff are vigilant in checking that pupils do not bring unsafe items into school. They identify quickly when a pupil is showing signs of being at risk of potential harm. Staff pass on their concerns diligently to leaders who are responsible for safeguarding.

Leaders ensure that effective support is in place for vulnerable pupils.When pupils' anxiety builds, leaders make sure that pupils and staff remain safe. Leaders also ensure that pupils know and follow the school rules about staying safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not ensure that pupils attend school regularly enough. As a result, some pupils are not prepared well for the responsibilities of adulthood or the world of work. Leaders should support pupils well to attend school regularly so that they can develop a wide range of knowledge and skills.

• Leaders do not ensure that some pupils benefit from the full curriculum. This limits pupils' choices for the next stage of their education, training or employment. Leaders should ensure that these pupils access a broad, high-quality curriculum that enables them to achieve well.

• Some pupils do not receive the support that they need to develop secure reading knowledge. Consequently, these pupils are not able to access the curriculum independently. Leaders should ensure that pupils who have fallen behind with their reading are supported to catch up quickly.

• Leaders do not provide sufficient guidance to teaching staff about what they expect pupils to learn in each year group. As a result, teachers are hindered in designing learning for pupils. Leaders should ensure that teachers are supported well to design learning that helps pupils to develop a rich body of knowledge over time.

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