Dryden School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Dryden School Shotley Gardens, Low Fell, Gateshead, Tyne and Wear NE9 5UR

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Inspection dates: 14 and 15 January 2025

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Outcome

Dryden School has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Dryden is a truly exceptional place of calm and, above all, learning. Pupils enjoy arriving at school and they attend well. They make excellent progress towards their personal targets. Staff have very high expectations of what pupils can do and what they could achieve in the future. Pupils and students in the sixth form regularly rise to meet these expectations.

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What is it like to attend this school?

Pupils receive the help they need to participate in learning, and they behave very well. Staff support them expertly to understand themselves and those around them. Pupils learn increasingly to self-regulate. Their interactions with each other are kind and considerate. Pupils know staff are there to help them whenever they need it. They appreciate this greatly.

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What is it like to attend this school?

Pupils’ experiences help them to grow in their understanding of the local area and beyond. For example, regular trips to different places of worship and the local swimming pool enrich their lives. Students in the sixth form are central to the life of the school. They contribute greatly to the culture of togetherness that exists, often centred around the weekly café. Older students participate in consistent work experience with local businesses. They enjoy this and it helps them to look towards the future with great ambition.

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

The school ensures that pupils are placed on the most appropriate curriculum pathway to support their development. The curriculum, in all four pathways, clearly sets out how staff should help pupils to develop their communication skills. Pupils are increasingly able to let adults know their preferences and what they understand. 14 and 15 January 2025

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The school has invested heavily in understanding the specific needs of every pupil. Leaders ensure that information about pupils’ needs is shared with relevant adults. Staff make excellent use of the information to support pupils. This includes details of any required health support and their academic and behaviour information. This truly bespoke approach is consistently implemented for all pupils, regardless of their needs or starting points.

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Teachers skilfully weave learning opportunities throughout the school day exceptionally well. Pupils’ first experience in the classroom each day is used to help them get off to a great start, for example through building their motor skills, practising mathematics or developing their reading. Pupils who are at the earliest stages of learning to read gain the knowledge and skills they need to become confident, fluent readers.

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Staff carefully adapt their approach to build on the specific steps that pupils require. They help pupils engage with the ambitious curriculum on offer. As a result, pupils’ needs are actively addressed through the curriculum and wider opportunities. Pupils are supported through specific therapies, such as ‘rebound’ and other activities in the school environment, including gardening and animal care. Pupils are given plenty of practise to help them secure their learning in a variety of contexts.

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Adults understand what can unsettle pupils and notice the early signs of them struggling to cope. Staff act swiftly, using their expertise to mediate pupils’ feelings and their environment. Pupils learn strategies to cope for themselves over time. They are given freedom in appropriate and well-managed ways. All this helps pupils sustain their engagement with learning around the school.

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The school wants pupils to grow beyond what others may think possible. Pupils often achieve these expectations too. They have excellent opportunities to learn about themselves and healthy relationships with others. Staff carefully consider pupils’ additional vulnerabilities when helping them with sensitive topics, such as when teaching pupils about how to stay safe online.

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Pupils are helped to be increasingly ready for life beyond school. They are keen to learn. The school meticulously prepares pupils for life beyond school. Students in the sixth form focus on making their best next step. They enjoy time learning how to be ready for this. For example, through activities in the ‘bungalow’ and roles in the classroom, they encounter meaningful opportunities that help them to become increasingly independent.

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Leaders have a sharp focus on the provision and its impact. All their decisions are made in the very best interests of the pupils. The school is having an exceptional impact on the lives of the pupils. Parents appreciate this. They are actively consulted and involved in the life of the school. The school makes use of its excellent links with external organisations to support pupils.

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Governors have a clear and strong oversight of the school and its actions to ensure pupils are getting the very best education. Leaders at all levels have a strong focus on the 14 and 15 January 2025

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impact of their decision-making and consideration of staff well-being. Staff greatly enjoy working at Dryden.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be outstanding for overall effectiveness in June 2015.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and 14 and 15 January 2025

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pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 14 and 15 January 2025

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form

Appropriate authority The governing body

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form

Dates of previous inspection 19 and 20 November 2019, under section 8 of the Education Act 2005

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Information about this school

 Dryden is a special school that caters for pupils aged from 11 to 18 years. It provides for pupils who have severe learning difficulties or profound and multiple learning difficulties.  All pupils have an education, health and care plan.  The school does not use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 14 and 15 January 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the inspectors held discussions with the headteacher, other senior and middle leaders, and the special educational needs coordinator.  The inspectors held discussions with the local authority representative, the chair of the governing body and members of the local governing board.  The inspectors visited a sample of lessons and therapies, spoke to pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around

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safeguarding that puts pupils’ interests first.  The inspectors reviewed the personal, social, health and economic education curriculum and spoke with leaders.  The inspectors looked at records and spoke to staff in relation to behaviour, bullying and attendance.  A range of documentation was scrutinised, including leaders’ plans to improve the school and their self-evaluation of the school’s work.  The inspectors took account of responses to Ofsted’s staff survey and Ofsted Parent View, including the free-text responses.

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Inspection team

Richard Wakefield, lead inspector His Majesty’s Inspector

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Inspection team

Sharon Common Ofsted Inspector 14 and 15 January 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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