Warren Wood - A Specialist Academy

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About Warren Wood - A Specialist Academy

Name Warren Wood - A Specialist Academy
Website http://www.warrenwoodspecialistacademy.co.uk
Ofsted Inspections
Executive Principal Ms Claire Buxton
Address Middlefield Lane, Gainsborough, DN21 1PU
Phone Number 01427615498
Phase Academy (special)
Type Academy special converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 115
Local Authority Lincolnshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending this caring and supportive school. Parents and carers say that their children are safe and happy at the school. Many said that the care their children receive is exceptional.

One parent reflected the views of the others when they said, 'This school is the best thing that has ever happened for my daughter'.

Staff know the pupils well. Relationships are very positive.

Pupils know staff will support them to learn and keep them safe. All the staff at the school are highly trained. They are very skilled in meeting the complex needs of the children.

The behaviour of the pupils at the school is exemplary. They are polite and considerat...e of each other. Pupils engage very well with their learning.

They have positive attitudes to their education; they are always trying their hardest. During the inspection, no lessons were affected by any kind of disruption. Pupils are certain that if bullying happens, staff will deal with it quickly and effectively.

The personal development of pupils is excellent. School leaders have high ambitions for all pupils and want the very best outcomes for them.

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

Leaders have developed suitable 'pathways' to meet the varied and complex needs of the pupils who attend the school.

There is a system that assesses the starting points of pupils when they join the school. This system links with each pupil's education, health and care plan. This allows staff to place pupils in groups that best support their learning.

Leaders have made sure that in assessing what pupils know and can do, teachers take into account pupils' additional needs. Teachers use these assessments to plan the next steps that challenge pupils to learn and develop further. Leaders have yet to ensure that all curriculum pathways have an ambitious end point.

The curriculum delivery enables pupils to build on their very early learning experiences. The school's early years foundation stage prepares children well for their next steps. Leaders have focused on providing experiences that will have the greatest impact on pupils.

Therapies like 'rebound' and activities such as 'sensory circuits' provide excellent opportunities to develop pupils' interaction, communication and physical health.

Staff think carefully about how to plan activities that will interest the pupils and help them to learn. In subjects like mathematics, pupils can move from the informal to semi-formal and then formal learning when it is right for them to do so.

Leaders ensure that pupils' learning is not limited to the classroom. Pupils spoke enthusiastically about the many different trips they had been on, including visits to a local church and a mosque. They also talked about the opportunities they have to be involved in local and national charitable activities.

There is a range of lunchtime clubs for pupils, including music and art. These clubs broaden pupils' learning and support their physical development. Pupils also spoke about 'Well-being Wednesday' afternoon and how the activities they do help them feel better.

Pupils get a lot of help to improve their language and communication. Staff are skilled at helping pupils to get better at explaining how they are feeling. Pupils learn to do this by using objects or a picture exchange system.

This helps pupils let staff know what they like and want to do. Because pupils have been helped to communicate their needs, they are less frustrated and so remain calm and focused on their learning. Helping to improve pupils' communication also assists staff in helping pupils understand daily routines, like 'now' and 'next'.

Leaders have thought carefully about how best to develop pupils' ability to read. There is a stepped approach to help pupils understand sounds and link them to letters. This then builds to developing early reading using a suitable phonics scheme that is regularly reviewed and updated.

The pupils who can read do so with increasing confidence. They use their phonics skills to decode unfamiliar words. Reading is a focus for leaders.

Pupils develop their love of reading through high-quality books that are right for their age and ability. Staff build enjoyment for reading by being excited themselves when they read to pupils.

The school is well led.

Staff say that leaders care about their well-being as well as that of the pupils. They value the support leaders give them and the opportunities they have to develop their knowledge and skills. Staff are proud to work at the school.


The arrangements for safeguarding are effective.

There is a strong safeguarding culture within the school. Staff and governors receive high-quality safeguarding training.

Staff understand their responsibility to report any concern and use their training to identify quickly any potential issues. Leaders keep accurate records. They use what they know about pupils and their families to provide comprehensive support for them.

They are quick to act, involving other agencies when needed. Leaders go above and beyond to secure the support that families need. They have appropriate procedures in place to manage any allegations.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not clearly defined the curriculum end points for all the pathways in the school. This can make it difficult for teachers to be certain that all pupils are making the best possible progress. Leaders need to implement their plans fully to ensure that all curriculum pathways have ambitious end points.

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