Billing Brook Special School

Inspection of a school judged outstanding for overall effectiveness before September 2024: Billing Brook Special School Penistone Road, Lumbertubs, Northampton, Northamptonshire NN3 8EZ

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Outcome

Billing Brook Special School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher is Nikki Kennedy. The school is part of Billing Brook School Academy Trust, a single-academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Matthew Lister.

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What is it like to attend this school?

Billing Brook is a special place. Pupils describe it as ‘kind, diverse and fantastic’. They feel happy and secure in school. Staff help pupils to behave exceptionally well. Pupils learn to self-regulate and understand that some individuals may need additional support to conduct themselves appropriately. This contributes to the inclusive culture of the school.

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What is it like to attend this school?

Pupils learn how to keep themselves safe at school, at home and in the wider community. They talk to staff if they are worried about something. They are confident that staff will help them to resolve any issues that may arise. Pupils attend regularly as they do not want to miss their learning and the other experiences that the school provides. They participate in clubs, regulated play, trips and visits. All these activities purposefully broaden their knowledge and skills.

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What is it like to attend this school?

Pupils love attending the school. They value their learning and enjoy a range of subjects. They understand how what they are studying now will help them in adulthood. They appreciate how knowledge of reading and mathematics are important life skills.

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What is it like to attend this school?

Staff have high expectations of every pupil. The carefully structured curriculum and the additional support pupils receive help them to achieve very well. Pupils are prepared thoroughly for life beyond Billing Brook, and all move on to appropriate destinations when they leave the school. 25 and 26 March 2025

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

The ambitious curriculum is embedded consistently and securely across the school. Pupils are helped to read, write, communicate and use mathematical knowledge through a variety of carefully selected activities. Each part of the school, including early years and sixth form, helps to prepare young people well for their next stage of learning. Pupils benefit from studying an appropriately adapted curriculum through different pathways.

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

The school swiftly identifies pupils’ needs correctly, and staff deploy a range of strategies to help all pupils succeed. Staff have strong subject knowledge and present information clearly. They check pupils’ understanding and give clear and direct feedback. Pupils enjoy their learning and are proud of their achievements. They have highly positive attitudes and commitment to their education.

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

There is a sharp focus on ensuring pupils who are at the initial stages of learning to read gain the phonics knowledge and language comprehension they need to read. Pupils use a range of communication strategies, for example electronic devices, to make their views and wishes known. This ensures that all pupils have a voice.

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

The school does all that it can to promote regular attendance. Most pupils are rarely absent, and others have vastly improved attendance. The school’s work with pupils, families, other schools and outside agencies has positively impacted attendance. Strong relationships and the school’s ‘team around the family’ also have significantly impacted the school’s culture.

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

Behaviour and attitudes are exceptional. The school’s focus on ‘relationships and regulation’ helps all pupils to behave consistently well. Pupils respond positively to high expectations, constructive relationships and clear routines. Staff skilfully address the causes of any inappropriate behaviour and prevent incidents from occurring.

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

Pupils are respectful and play a highly positive role in creating an inclusive environment throughout the school. Commonalities and differences are celebrated, and pupils support the well-being of others.

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

Staff consistently promote the extensive personal development of all pupils. The school goes beyond the expected, so pupils access a rich set of coherently planned experiences. Trips and visits and outdoor education are planned carefully to support classroom learning.

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

Staff help pupils to develop strength of character. Independence, communication, regulation, kindness, curiosity and belonging are deeply embedded in all that the school does.

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

The school’s work to enhance pupils’ spiritual, moral, social and cultural development is high quality. Pupils learn about a variety of people, cultures and religions. The school promotes equality and diversity very well. Pupils are proud of who they are. 25 and 26 March 2025

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Staff provide excellent pastoral support. Pupils are encouraged to eat healthily and take regular exercise. Staff actively promote pupils’ emotional well-being and help them to develop a clear understanding of healthy relationships. Pupils receive appropriate relationships and sex education and understand consent.

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The school prepares pupils well for adulthood and future success in education, training and employment. Pupils encounter a range of education and training providers and have meaningful opportunities to experience the world of work. They also receive high-quality careers education and clear advice on potential next steps. Pupils and their families are made aware of a range of opportunities and supported to move on.

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Leaders have a clear vision for providing high-quality education for all pupils. This is realised through strong shared values and practice. Leaders make decisions in the best interests of the pupils. They have taken effective action to sustain and enhance performance across the school.

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Leaders engage positively with staff and help them to reduce the risk of additional workload. Leaders clearly explain the purpose of activities that they wish to be completed. Staff report high levels of support for well-being issues. They benefit from highly effective professional development opportunities to enhance their practice. Staff are proud to work at the school.

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Those responsible for governance understand their role and carry it out well. They are knowledgeable, experienced and committed to the school. Governors ensure that the school has a clear vision, manages its resources well and fulfils its statutory duties. They provide leaders with appropriate support and challenge.

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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 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 25 and 26 March 2025

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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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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 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). 25 and 26 March 2025

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form

Dates of previous inspection 15 and 16 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is a single-academy trust. It is overseen by a board of trustees, known by the school community as the board of governors.  The headteacher assumed this role in September 2024. Three assistant headteachers also started at the same time.  The school caters for pupils with a wide range of special educational needs and/or disabilities, primarily autism; speech, language and communication; severe learning difficulty; and moderate learning difficulty.  All pupils have an education, health and care plan.  The school does not use any alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 25 and 26 March 2025

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke to the headteacher, other leaders and staff. The lead inspector met with four governors, including the chair and the vice-chair.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors looked at 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 safeguarding that puts pupils’ interests first.  Inspectors considered responses to Ofsted Parent View. They also reviewed responses

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Inspection team

Simon Mosley, lead inspector Ofsted Inspector

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Inspection team

Matthew Rooney Ofsted Inspector 25 and 26 March 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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