Pitcheroak School

Pitcheroak School

Address: Willow Way, Batchley, Redditch, Worcestershire, B97 6PQ Unique reference number (URN): 149091

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Personal development and wellbeing Strong standard

Leaders have established a well ‑ sequenced personal development programme that is embedded across the school. Pupils consistently develop confidence and independence. Staff teach kindness, responsibility and respect throughout the day. Adults revisit key ideas carefully. Pupils build secure understanding about how to keep themselves safe online and offline. They demonstrate mature attitudes and a sense of responsibility.

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Personal development and wellbeing Strong standard

Pupils’ wider development is woven carefully through lessons, assemblies and broader experiences. Pupils reflect on their emotions, listen attentively to others' viewpoints and engage thoughtfully with ideas of right and wrong. They participate regularly in community projects, charity work and collaborative activities. These deepen their cooperation and problem ‑ solving skills. A wide range of creative, cultural and outdoor learning opportunities enables pupils to explore their interests and feel genuine pride in what they achieve.

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Personal development and wellbeing Strong standard

The school’s relationships, sex and health education programme is well planned. It is sensitively adapted and delivered with consistency. Pupils learn about personal boundaries, healthy relationships and consent. This is in ways that match their communication needs and promote secure understanding. Leaders ensure that pupils are fully included in all aspects of the programme. Staff track participation closely. Disadvantaged pupils get the help they need to engage well. Pupils access rich and meaningful experiences.

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Personal development and wellbeing Strong standard

Careers education is well structured and ambitious. It develops pupils’ independence as they move through the school. Encounters with employers and education providers, alongside impartial guidance, help pupils and their families understand future options. Older pupils strengthen practical skills, such as travel training, communicating in unfamiliar settings and managing tasks independently. These prepare them well for adult life.

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Personal development and wellbeing Strong standard

Pastoral care is cohesive and consistently effective. Staff work in close partnership with families and external professionals to support pupils’ wellbeing. Pupils are listened to, known and valued. As they progress through the school, they develop resilience, optimism and confidence in their futures.

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Achievement Expected standard

Pupils make steady, meaningful progress from their starting points. Older pupils write simple sentences accurately and use number skills with increasing confidence. Those at the earlier stages of their development improve their communication, engagement and how to manage their emotions. Daily reading and phonics sessions help pupils build secure foundations so they can decode and understand texts more confidently.

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Achievement Expected standard

Pupils revisit and build knowledge over time across a wide range of subjects. Leaders track this carefully so they understand the progress of all groups. Where appropriate, pupils achieve recognised accreditation at entry level or through programmes that match their needs and aspirations.

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Achievement Expected standard

Pupils talk proudly about what they can do and how adults help them improve. They grow in confidence when applying their skills during practical activities and community experiences. By the time they leave school, pupils are increasingly well prepared for their next steps in education or training.

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Attendance and behaviour Expected standard

Attendance is high. Leaders monitor patterns closely. They work proactively with parents and carers, so pupils maintain routines that help them feel secure and ready to learn. The school acts early when attendance dips and provides practical support that families value. Leaders ensure that all staff support processes to maintain high attendance. This includes staff's responsibility for making their classrooms safe places to be. Pupils respond well. They take personal responsibility for their attendance. As a result, pupils attend really well. This means they are able to enjoy all aspects of school life.

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Attendance and behaviour Expected standard

The school provides a calm, respectful environment where pupils behave well and feel secure. Routines are consistent across classrooms. This helps pupils know what to expect and settle quickly. Many show positive attitudes to their learning. Staff respond sensitively when pupils need extra reassurance, helping them return to learning smoothly. Pupils feel adults treat them fairly and help them make good choices. They are confident that staff deal with any bullying concerns promptly. Positive relationships are evident in the way pupils communicate with adults and each other.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects pupils’ needs. It helps pupils build the knowledge and skills they need for their next steps. Pathways are clear and well structured, so pupils develop secure foundations in reading, communication, independence and key subject ideas. Staff know what pupils should learn and plan teaching in small, manageable steps that help pupils succeed.

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Curriculum and teaching Expected standard

Learning is calm and purposeful. Staff explain new content clearly. They give pupils time to revisit important ideas, so knowledge becomes secure. Signing and modelling are used to help pupils understand what to do. Leaders have in most cases ensured that staff have strong subject knowledge. This has been especially important in developing successful approaches to early reading and communication.

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Curriculum and teaching Expected standard

Where practice is strongest, staff spot quickly when pupils have misunderstood something or when they make small but important improvements. In these instances, the staff adjust teaching straight away. Leaders know this level of precision is not consistent in every class. There are minor differences in how confidently some staff use the school’s communication systems. Leaders have plans to strengthen this, so all pupils experience high ‑ quality communication support wherever they are learning. Staff appreciate the clear direction and support they receive to continue developing their practice.

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Early years Expected standard

Children in the early years enjoy warm, nurturing relationships with their key adults. This helps them to feel secure and happy. Staff model clear language and introduce new vocabulary through stories, songs and play. Activities are chosen carefully so children can explore ideas, practise skills and follow their interests. Adults notice children’s choices and use these moments to deepen learning and encourage curiosity.

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Early years Expected standard

The early years curriculum successfully develops children's communication and language, early reading skills and understanding of number and pattern. Staff introduce phonics in a clear, structured way. This means children recognise sounds and begin to blend simple words. They enjoy mark making, early writing and counting. They build important foundations in their learning.

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Early years Expected standard

Staff observe children’s learning closely and use what they see to plan meaningful next steps. Staff make sensitive adaptations to support children with special educational needs and or disabilities. This enables these children to take part in learning activities without lower expectations of what they could achieve. Families are involved in their children’s learning through regular updates and practical guidance. Parents and carers enjoy opportunities to visit the setting to find out about what their children are learning. Transition from Reception is carefully planned and timed. Children are ready for the next stage.

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Inclusion Expected standard

Pitcheroak adopts a thoughtful approach to ensuring every pupil feels included. Leaders successfully and promptly identify pupils' special educational needs and/or disabilities (SEND). They work effectively with professionals to put in place support to help remove barriers to learning. Staff know pupils well and understand their needs, interests and backgrounds. This helps them plan support that is clear, practical and tailored to each pupil.

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Inclusion Expected standard

Leaders make sure that vulnerable pupils and those who face barriers receive the right help at the right time. This means every pupil can take part meaningfully in learning and wider school life. All pupils are involved in at least one enrichment activity, which they really enjoy. Leaders also identify clearly the needs of disadvantaged pupils. Leaders use additional funding appropriately to plan support that helps pupils take part in learning successfully.

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Inclusion Expected standard

Staff use established routines, so pupils feel secure and happy throughout the day. They notice quickly when pupils need help with communication, engagement or managing their emotions. Staff respond in calm, consistent ways. Leaders work closely with families and external professionals. This helps pupils’ support plans be accurate and up to date. Staff understand how to implement these plans. Leaders provide clear training and day ‑ to ‑ day coaching to support them to do so.

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Inclusion Expected standard

Leaders make regular checks on how well pupils are progressing. They review whether support is making a difference and make changes when needed to support progress. Parents and carers feel that staff listen, communicate openly and celebrate their children's achievements.

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Leadership and governance Expected standard

Leaders understand the school’s strengths. They have taken thoughtful decisions to ensure pupils are safe, included and well supported. Leaders' vision is clear. They recognise the importance of embedding changes securely before introducing new initiatives. Leaders have begun to reshape the curriculum so that it better reflects pupils’ needs. Leaders are developing the leadership structure to make stronger use of the wider staff team. Staff enjoy a respectful culture where communication is open. Their workload is helpfully considered.

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Leadership and governance Expected standard

Governance provides appropriate support and oversight. Governors fulfil their statutory duties and check that leaders’ decisions are improving pupils’ education, wellbeing and life chances. Governors ask focused questions about safeguarding and all aspects of provision. They check how resources are directed. This is particularly for their most vulnerable pupils. Governors are aware that some aspects of recent improvement are still embedding.

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Leadership and governance Expected standard

Leaders make use of research to guide improvement work. They increasingly draw on external expertise to support developments in communication, behaviour and transition. Middle leaders develop their confidence through coaching and opportunities to work alongside experienced senior staff. Leaders are excited about the challenges and opportunities that lie ahead.

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Leadership and governance Expected standard

The curriculum is ambitious and reflects leaders’ intentions for pupils. However, the training and support which staff receive does not lead to the curriculum being delivered consistently well. Parents and carers value the way leaders work with them and appreciate the care shown for pupils’ wellbeing. As new approaches become more secure, leaders are well placed to refine practice further.

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Post 16 provision Expected standard

The post-16 curriculum is tailored carefully to students’ needs. It supports them to build independence, communication and practical skills. Study programmes combine appropriate accreditation with meaningful life skills learning, work-related experiences and personal development. Typically, learning is calm and purposeful. It has clear explanations and structured tasks that help students understand what to do and how to succeed.

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Post 16 provision Expected standard

Students make steady progress in applying their literacy and numeracy skills in real-life situations. Pupils' personal development portfolios show purposeful learning in areas such as travel, shopping, personal organisation and teamwork. Staff understand students well and adapt tasks so everyone can contribute confidently.

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Post 16 provision Expected standard

Careers information, advice and guidance is well planned. Students learn about further education options, supported internships and employment. This is through visits, employer encounters and guidance sessions. Community experiences, such as travel training and enterprise projects, help students gain confidence in unfamiliar settings. Leaders track progress carefully to ensure that each student builds the skills needed for adulthood. Families value the communication they receive and the support given to help students plan their next steps. By the time they leave, students have a clearer sense of their goals and the practical skills and confidence to move on.

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What it's like to be a pupil at this school

Pitcheroak is a place of genuine joy. The school is built on strong, trusting relationships that underpin everything it does. This is from early years through to post-16. Pupils are welcomed by staff who know them well and understand their needs, interests and stories. This helps pupils feel safe, valued and ready to learn each day. Staff listen carefully, respond quickly and adapt support so pupils can take part in all activities with confidence.

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What it's like to be a pupil at this school

Pitcheroak puts pupils at the heart of its work. Staff identify each pupil’s strengths and work hard to develop these further. The school celebrates successes, however small. Staff help pupils try new things at a pace that is right for them. Parents and carers are welcomed as partners. They say the school is warm, thoughtful and quick to offer help when it is needed. This sense of community runs through the school.

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What it's like to be a pupil at this school

The curriculum is bespoke and adapted for each pupil. Learning pathways match pupils’ individual needs and provide meaningful opportunities to learn and grow. Activities are linked to real life. This helps prepare pupils for life beyond the school. Community visits, outdoor learning and enterprise projects help pupils understand the world around them. Classrooms are calm and organised. This supports pupils' sensory needs and avoids them feeling overwhelmed and unsettled.

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What it's like to be a pupil at this school

Pupils enjoy learning. Staff provide clear explanations using visual prompts and signing to support when necessary. This enables many pupils to understand what to do. Routines help pupils feel secure and ready to focus. They develop their independence through everyday tasks and feel proud when they master new skills.

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What it's like to be a pupil at this school

Attendance is high because pupils like coming to school and feel a sense of belonging. As they move through the school, they develop confidence, resilience and independence. Pupils behave well. They have no concerns about bullying. They thrive and achieve well. Post-16 students speak proudly about how prepared they are for their next steps.

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Next steps

Leaders should ensure all staff use the school’s communication systems consistently and spot pupils’ misunderstandings and small improvements quickly, so teaching can be adapted appropriately to accelerate learning. Leaders should continue to strengthen professional learning so every member of staff has the expertise and confidence to deliver the curriculum consistently well.

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About this inspection

Pitcheroak School is part of Central Learning Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is led by the chief executive officer, Georgetta Holloway OBE, and overseen by a board of trustees chaired by Robert Turton.

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About this inspection

This is the first inspection since the school joined the Central Learning Partnership Trust in November 2022.

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About this inspection

There has been a new executive headteacher, head of school and new members to the senior leadership team appointed since the previous inspection.

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About this inspection

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.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with all senior leaders and 2 trustees, including the chair of trustees.

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About this inspection

Inspectors spoke to the director of education, early years, inclusion & pupil place planning for Worcestershire.

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About this inspection

Inspectors also spoke with the virtual school headteacher for Worcestershire. Inspectors spoke with pupils, parents and staff about their experiences and looked at work when visiting classrooms and wider provision.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Pitcheroak School is a special school that provides education for pupils aged 4 to 19 years. The school caters for pupils with profound, severe and moderate learning difficulties, including those with complex needs and physical disabilities. All pupils have an education, health and care plan.

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About this inspection

The school offers a post-16 provision under the same registration to support students’ transition to adulthood.

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About this inspection

The school also runs an early years provision for 4-year-olds under the same registration.

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About this inspection

The school uses one unregistered alternative provision tutoring company, commissioned through the local authority.

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Lead inspector:

Antony Bradshaw, His Majesty's Inspector

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Team inspectors:

Russell Hinton, Ofsted Inspector Lesley Yates, Ofsted Inspector Nicola Harwood, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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