Hope School

106543 Unique Reference Number Wigan LEA 277585 Inspection number 16 November 2005 to 17 November 2005 Inspection dates Mrs Rosemary Eaton CfBT Lead Inspector Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Kelvin Grove School address Special Type of school Marus Bridge Community special School category Wigan, Lancashire WN3 6SP 2 to 19 Age range of pupils 01942 824150 Telephone number Mixed Gender of pupils 01942 230361 Fax number 157 Number on roll Mr P Rawlinson Chair of governors The governing body Appropriate authority Mr P Dahlstrom Headteacher 26 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277585 16 November 2005 - 2 to 19 17 November 2005 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by two additional inspectors.

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Description of the school

This is a school for pupils with severe or profound and complex difficulties. Some have additional needs such as autistic spectrum disorders. Currently, three are under the age of 3, nine are in the Foundation Stage, and 28 in the sixth form. Very few pupils are from minority ethnic groups. A tiny number are asylum seekers, 'looked after', or have English as an additional language. Pupils' homes are in Wigan Metropolitan Borough or surrounding local authorities. The school incorporates an inclusive Sure Start Early Excellence Centre.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Hope School, 16 November 2005 to 17 November 2005

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Grade: 1

Hope is an outstanding school. In this, the inspectors' judgement matches the school's own view of its effectiveness. Throughout the school, pupils' achievement is outstanding although, owing to their learning difficulties and/or disabilities, the levels at which they work are significantly lower than those of pupils in mainstream schools. The school provides extremely well for children in the Foundation Stage, so their achievement is also outstanding. Pupils' personal development is exceptionally good. Whatever barriers they have to overcome, they respond extremely positively to the school's expectation that they become as independent as possible. Behaviour is outstanding, and pupils look out for each other, support a wide range of charities, and care for the environment. Teaching and learning are outstandingly good, with the information gathered about each pupil used to the full in order to provide them with

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Grade: 1

exactly the right tasks and stimulation to enable them to steam ahead. The excellent curriculum entirely supports pupils' progress and personal development, being organised extremely carefully so as to be relevant to their needs, ages and interests. Partnerships with other schools extend significantly the opportunities provided. Pupils are looked after exceptionally well, very effective co-operation with parents and a variety of professionals - such as therapists - helping to ensure that all needs are met, however complex. The school's enormous success stems from its first-rate leadership and management. The headteacher's own relentless drive for excellence is mirrored fully in all staff and governors. This results in a school that has moved on very significantly since its previous inspection, has outstanding potential for further development, and provides extremely good value for money.

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Grade: 1

The school considers its sixth form to be outstanding and the inspection bears this out. Students achieve exceptionally well, gaining accreditation for almost all their work. They learn important skills, such as travelling independently and cooking, and experience the world of work. The sixth form is led and managed extremely well, with an utter determination to offer a college environment and prepare students for their adult lives. These goals are achieved fully.

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What the school should do to improve further

There are no specific recommendations because the school has already identified a wide range of developments to add even more to the exceptional quality of education it provides. 2 Inspection Report: Hope School, 16 November 2005 to 17 November 2005

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Grade: 1

Owing to their learning difficulties and/or disabilities, the levels at which pupils work are significantly lower than those expected for their age. However, they make excellent progress and their achievement is outstanding. The school judged achievement to be good, reflecting the mixed success in meeting the annual targets for particular year groups. However, this was owing to the targets not being linked sufficiently to individual pupils' starting points. Children in the Foundation Stage get off to a flying start, achieving exceptionally well. They benefit significantly from working and playing alongside children who do not have learning difficulties and/or disabilities. Throughout the school, pupils make excellent progress in learning to communicate, often using alternative methods to replace or augment speech. These skills equip pupils to learn outstandingly well across the board. A number do so well that they

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Grade: 1

spend some or all of their time in mainstream schools, whilst others transfer from the classes exclusively for those with profound and complex difficulties to the less specialised ones. Pupils with the most complex medical needs are helped to retain their skills for as long as possible. Older pupils and sixth form students follow courses leading to external accreditation. For instance, during Years 10 and 11, all pupils are successful in the Transition Challenge course, recognising their achievements in important life skills. Mainstream links enable small numbers to gain other accreditation, such as modules in GCSE science. In the sixth form, most of the students' work is accredited. At the end of 2004, six of the nine leavers achieved the Towards Independence award, whilst the achievements of the three higher attainers included a nationally recognised youth award at Bronze level and National Vocational Qualification Level 1 in catering.

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Grade: 1

Pupils behave incredibly well and show very positive attitudes. One parent judges the school to be 'fantastic' at meeting the needs of those with challenging behaviour. Pupils respond extremely positively to social situations. For example, at break times, younger ones sit together pleasantly and use their picture exchange communication system to choose from the array of healthy snacks available. Independence and choice-making build progressively through the school, including for those with profound and complex difficulties. All grow in confidence. A small number of pupils use wheelchairs to navigate the school independently. With skilful support, some older pupils travel independently, for instance, to college - a huge achievement. These are attributes that stand pupils in very good stead for their future lives. Development of pupils' spiritual, moral, social and cultural understanding is excellent. Pupils are

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Grade: 1

encouraged to reflect on the world around them and to do whatever they can for others. For example, they support a range of charities and their ecological work has been recognised by a national award. Pupils are encouraged to show initiative and be enterprising. The school council petitioned successfully for a shelter at the local bus 3 Inspection Report: Hope School, 16 November 2005 to 17 November 2005 stop and sixth form students run a profit making business. Relationships are excellent, pupils feel safe, and they have a voice in suggesting how the school can improve further. Punctuality and attendance are very good.

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Grade: 1

Teaching and learning are outstandingly good and this is a key factor in pupils' exceptional achievement. Teachers use their knowledge of each pupil to match activities accurately to what they need to learn next. For example, in an English lesson for pupils in Years 8 and 9, tasks ranged from composing sentences independently, describing Mr and Mrs Twit, to choosing collage materials to represent their unsavoury appearance. Extremely effective partnerships between teachers, teaching assistants, and therapists, contribute very strongly to pupils' learning, staff sharing a clear determination to enable every pupil to achieve as well as they can. For instance, methods of communication are chosen carefully to help each pupil play a full part in lessons and gain confidence and independence. Teachers are encouraged to develop specialist expertise - such as teaching Foundation Stage children - and regularly share this with

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Grade: 1

colleagues in other schools. A broad range of assessment systems builds up a detailed picture of what pupils have learned and how fast they are moving on. The information collected is analysed carefully and used extremely effectively - for example, by teachers when planning lessons and setting targets for individual pupils, and by subject leaders when checking that the curriculum is suitably balanced or accredited courses are matched to pupils' needs. The deputy headteacher has very recently improved the way in which whole school targets are established.

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Grade: 1

The outstanding curriculum is exciting and stimulating, reflecting pupils' changing needs as they mature. The Foundation Stage classroom is organised to encourage children to try new experiences, helping them to make progress in all areas of learning, with the outdoor environment used imaginatively to provide further opportunities. At the other extreme, sixth form students are given permission to be young adults, learning and practising the key skills needed in everyday life, the world of work, and further education. At every stage, the curriculum is adapted to meet pupils' learning difficulties and/or disabilities so, for example, those with profound and complex difficulties are challenged to use all their senses. Lessons in mainstream schools and colleges extend the experiences offered and support pupils' achievement and personal development extremely well. Staff work very creatively to enrich the curriculum and motivate pupils.

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Grade: 1

For instance, weeks dedicated to topics such as raising awareness of other cultures result in learning and enormous fun. Visits enhance pupils' achievement, give them 4 Inspection Report: Hope School, 16 November 2005 to 17 November 2005 opportunities to practise social skills, and alert them to community facilities such as libraries and museums.

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Grade: 1

Care, guidance and support are outstanding because every pupil is known as an individual. Their successes are celebrated and their needs are supported extremely effectively, regardless of their complexity. Staff help parents to become genuine partners in their children's learning. Provision never stands still - for example, sixth form staff are currently looking closely at additional sources of accreditation for their more able students. The skills of a broad range of professionals are used very effectively to support pupils although, in addition to their teaching, school staff carry out much of the medical assistance that a nurse might otherwise deliver. This is taking up an increasing amount of time as more pupils with complex needs join the school. Child protection and health and safety procedures pay thorough and effective attention to pupils' well-being. Induction and transfer arrangements are carefully organised, to

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Grade: 1

enable young children to settle in quickly and prepare the oldest students for moving on.

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Grade: 1

Superb leadership and management have built a spirit where pupils, staff, governors and parents strive tirelessly for the best. This is why the school's leaders judged this aspect to be good, good rather than outstanding. They felt there is always more to do. This culture of self-improvement has resulted in provision about which parents pay the highest compliments, such as 'My child benefits from every day in school'. All aspects of the school are continuously examined and developments are carefully measured in terms of their impact on pupils' learning. A major factor in the school's success is the way staff work together to evaluate the school's performance. As a result, the school constantly looks to the future; priorities are clearly identified and agreed. Governors play an extremely valuable part in supporting staff in ensuring high-quality provision for all pupils, regardless of the complexity of their learning difficulties and/or

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Grade: 1

disabilities. Their expertise is used to the full. At a time of change within the local authority, the school has maintained the strengths identified through the last inspection and moved forward even further. The school ensures the very best for each pupil and supports this with extremely strong links with other schools and colleges. For example, outreach support is offered to mainstream pupils. One headteacher commented on how much the links with Hope are treasured. The school sets itself at the heart of the community. It is extremely well placed to build on this as it applies for Specialist College status in sensory and/or physical needs. 5 Inspection Report: Hope School, 16 November 2005 to 17 November 2005 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Hope School, 16 November 2005 to 17 November 2005

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

1 1 How well does the school work in partnership with others to promote learners' well-being? NA 1 The quality and standards in foundation stage 1 1 The effectiveness of the school's self-evaluation Yes Yes The capacity to make any necessary improvements Yes Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

1 1 How well do learners achieve? 4 4 The standards 1 reached by learners

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Achievement and standards

1 1 How well learners make progress, taking account of any significant variations between groups of learners 1 1 How well learners with learning difficulties and disabilities make progress

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learners?

1 1 The extent of learners' spiritual, moral, social and cultural development 1 1 The behaviour of learners 1 1 The attendance of learners 1 1 How well learners enjoy their education 1 1 The extent to which learners adopt safe practices 1 1 The extent to which learners adopt healthy lifestyles 1 1 The extent to which learners make a positive contribution to the community 1 1 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

1 1 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

1 1 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review 1 1 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources are deployed to achieve value for money 1 1 The extent to which governors and other supervisory boards discharge their responsibilities Yes Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams Yes Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form Yes Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Thank you for being so friendly and helpful when we visited your school. We know that some of you find reading difficult, so your teachers will tell you what is in this letter. What we liked best about your school: - you all work really hard, are kind to each other, and behave very well - the older pupils and college students pass lots of exams - your teachers find very many exciting things for you to do, which help you to learn - all the adults in school do their best to make sure you are all safe and happy - Mr Dahlstrom keeps finding new ways to make your school even better - we think you are very lucky to go to such a brilliant school.

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