Rigby Hall Day Special School

Rigby Hall Day Special School

Address: Rigby Lane, Aston Fields, Bromsgrove, Worcestershire, B60 2EP Unique reference number (URN): 117049

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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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Achievement Expected standard

Pupils achieve well from their different starting points. The school places strong emphasis on building the communication, reading, handwriting and early writing skills pupils need to access the curriculum. These foundations are strengthened through daily practice and well ‑ matched teaching. As pupils move through the school, they apply what they know with growing confidence in both academic and practical activities.

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Achievement Expected standard

Pupils with more complex needs make steady, structured progress because staff monitor their learning closely and adjust support promptly. Pupils who are disadvantaged, looked after or have social care involvement also achieve well. Leaders track these pupils carefully and ensure provision meets their specific needs.

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Achievement Expected standard

Older pupils follow accreditation routes that match their abilities, including Functional Skills, ASDAN and, where appropriate, GCSE. Life ‑ skills and vocational opportunities complement academic learning. By the time they leave Rigby Hall, pupils are well prepared for college, specialist provision or other suitable next steps.

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Attendance and behaviour Expected standard

Pupils attend school regularly and leaders monitor attendance closely. They analyse patterns for individuals and groups and act quickly, when concerns arise. Home visits, regular contact with families and close work with external agencies support pupils whose attendance is low or who have complex needs. Where persistent absence occurs, leaders’ actions secure improvement over time. A small number of pupils access part ‑ time or alternative arrangements. These are reviewed frequently with the local authority to ensure they remain appropriate, time ‑ limited and focused on increasing pupils’ access to education.

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Attendance and behaviour Expected standard

Behaviour across the school is positive and orderly. Staff apply routines consistently and pupils respond well to clear expectations. Regulation strategies and spaces are used effectively so pupils return to learning quickly when they become unsettled. Leaders analyse behaviour information carefully and adapt provision, where patterns emerge. The positive behaviours policy, alongside zones of regulation, has strengthened pupils’ ability to manage emotions. Staff apply behaviour ‑ related adaptations for pupils with special educational needs and/or disabilities with precision and consistency.

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Attendance and behaviour Expected standard

Incidents of conflict or unsafe behaviour are dealt with promptly and appropriately. Pupils interact respectfully during social times and use equipment safely. Leaders ensure that any form of bullying or unkind behaviour is challenged and resolved. As a result, pupils experience a calm, supportive environment that helps them learn successfully.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is ambitious and well matched to pupils’ needs. The different learning pathways are organised so pupils build their knowledge step by step as they move through the school. Reading is a strong focus. The school’s phonics programme is taught with increasing consistency across classes. A recently introduced handwriting scheme is improving pupils’ letter formation and the early skills they need for writing. Leaders, however, understand the need to develop pupils’ early writing further. This is so pupils become more fluent and accurate over time. This will help some pupils access a wider range of qualifications as they move through school.

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Curriculum and teaching Expected standard

Typically, teaching is purposeful and structured. Staff model language clearly and use visuals, signing and prompts to help pupils understand new vocabulary and ideas. Lessons are broken into small, manageable steps so pupils stay engaged and can make steady progress. Leaders have identified there is more work to do to ensure that all staff deliver the curriculum to this same high standard.

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Curriculum and teaching Expected standard

Assessment is used well to monitor long ‑ term progress. Leaders now need to strengthen how effectively all staff check pupils' understanding during lessons so gaps can be spotted and addressed straight away. This will help pupils keep up with the curriculum and support them to make accelerated progress.

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Early years Expected standard

Children in the early years settle quickly because staff create a calm and nurturing environment and understand each child’s needs before they start. Leaders meet families in advance and gather detailed information, which helps them place children on the curriculum pathway from the beginning.

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Early years Expected standard

Staff interact warmly and purposefully with children. They use signing, symbols and aided language displays throughout the day. This helps children develop their early vocabulary and understand routines. Children engage confidently with sensory stories, phonics and fine motor tasks, such as pincer work and mark making. These activities are carefully chosen to strengthen children’s communication, attention and early learning.

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Early years Expected standard

Reading is prioritised from the start. Children explore books through multi ‑ sensory approaches. Staff introduce phonics as soon as children are ready. This provides the foundations they need for a future enjoyment of reading.

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Early years Expected standard

Assessment is used thoughtfully. Staff notice when children need support and adapt activities so children can join in. Leaders check the quality of early years provision regularly and ensure that staff have the resources and environment to support children's learning.

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Early years Expected standard

The partnership with parents and carers is positive. Staff share what children are learning and offer guidance so families can support communication and routines at home. As a result, children make positive progress and are well prepared for the next stage in their schooling.

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Inclusion Expected standard

Leaders ensure that Rigby Hall is an inclusive school, where pupils’ individual needs are identified accurately and reviewed regularly. Staff gather detailed information before pupils start. They assess them carefully on entry and continue to refine their understanding as pupils' needs evolve. Pupils receive support that reflects their communication, sensory, social and learning needs. Disadvantaged pupils and those known to social care are monitored closely, so that provision remains sharply focused on their individual circumstances. Additional funding is used well to support their specific needs.

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Inclusion Expected standard

Staff review and refine learning plans well. They make effective adaptations, such as personalised communication tools, sensory regulation strategies and structured routines, that reduce barriers to learning. Pupils with the most complex needs benefit from consistent input from speech and language and occupational therapists. This specialist advice is embedded into daily teaching. Regular monitoring and review help staff evaluate the impact of interventions and adjust support promptly.

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Inclusion Expected standard

Leaders maintain strong partnerships with families, social care, therapists, the Virtual School and other agencies. These relationships strengthen assessments and ensure coordinated support. Where alternative provision or part ‑ time arrangements are used, leaders check that these remain appropriate and are reviewed frequently. The inclusive culture at this school enables all pupils to participate fully and make positive progress.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and priorities. They have taken thoughtful, well ‑ planned action over time to strengthen key areas, such as curriculum pathways, early reading, communication support and provision for pupils with more complex needs. Leaders work with integrity and make decisions that focus consistently on what will benefit pupils and their families. They have shown strong commitment to improvement and have welcomed external advice and challenge from trusted specialist partners. This openness has helped secure steady and sustained progress across all aspects of the school's provision.

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Leadership and governance Expected standard

Staff benefit from regular training, coaching and professional development that builds their confidence and expertise. This has strengthened consistency in areas, such as communication ‑ rich teaching, trauma ‑ informed approaches and behaviour support. Leaders manage staffing carefully and are mindful of workload and wellbeing when introducing new initiatives. There is a collective endeavour to make the school the best it can be.

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Leadership and governance Expected standard

Governance is now firmly strategic and evaluative. Governors check leaders’ judgements through visits, discussions, data review and external reports. They provide effective challenge and support leaders to focus on the long ‑ term needs of pupils. Governors have played an active role in shaping developments, such as the post ‑ 16 programme, behaviour systems and curriculum refinement. They understand the pressures the school faces, including the complexity of pupils’ needs and challenges around recruitment, and they use this knowledge to set realistic but ambitious expectations.

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Leadership and governance Expected standard

Leaders work closely with the local authority, social care and external services to secure timely support for pupils. Safeguarding, inclusion and the wellbeing of pupils remain central to decision ‑ making.

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Personal development and wellbeing Expected standard

Rigby Hall places a high emphasis on pupils’ personal development and wellbeing. Staff help pupils understand their emotions using simple tools, such as visual check ins and calm ‑ down strategies. Pupils use these confidently and, as a result, manage their feelings increasingly well throughout the school day. Small ‑ group sessions on friendships and regulation help pupils learn how to cooperate, solve problems and build positive relationships. This is evident in the calm and respectful way pupils interact with each other.

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Personal development and wellbeing Expected standard

Pupils experience a wide range of activities that help them grow socially and personally. These include sensory exploration, music, cookery, climbing, gardening and the carefully designed life ‑ skills village. These opportunities help pupils develop independence and confidence in real ‑ life situations, such as preparing food or crossing the road safely. Residential visits offer pupils their first experience of staying away from home without parents or carers. This is an important milestone for many.

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Personal development and wellbeing Expected standard

Pupils successfully learn about relationships, personal safety, privacy and online risks. Staff use visual prompts and simple explanations so that learning makes sense to all pupils, including those who need additional support. Leaders make sure that pupils who are disadvantaged or known to social care benefit fully from this support. Pupils also learn about fairness, respect and taking responsibility through their daily routines and group work. The school challenges any unkind or unsafe behaviour quickly and helps pupils understand safer choices.

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Personal development and wellbeing Expected standard

Pupils begin preparing for adult life early. They visit colleges, explore different types of work and practise practical skills in the community. Leaders now plan to increase and personalise opportunities for pupils to experience the wider community and the world of work. These activities will link more closely to each pupil’s interests and future ambitions.

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Personal development and wellbeing Expected standard

Pupils become more confident, responsible and independent over time and are well supported to move towards their next stage of education and life.

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Post 16 provision Expected standard

Students follow a well ‑ planned programme that prepares them successfully for the next stage of their education and future adult life. Leaders understand students’ needs well and have designed pathways that match their interests, abilities and aspirations. These pathways include clear routes for students working towards greater independence as well as those ready for more academic or vocational challenge.

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Post 16 provision Expected standard

Students take part in practical activities each week that help them learn essential life skills. These include shopping, preparing meals, managing money, learning how to travel safely and taking part in purposeful community visits. Students apply these skills with growing independence and confidence. The school’s vocational village offers further opportunities to explore areas, such as catering, construction, creative media, sport, beauty and horticulture. These experiences help students develop interests and understand the type of work or training they may wish to pursue. Qualifications are matched carefully to each student's need. This includes ASDAN, Functional Skills and, where appropriate, GCSEs. Leaders track progress closely and use regular reviews and external moderation to ensure students are making effective progress.

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Post 16 provision Expected standard

Careers education is well organised. Students visit local colleges, meet providers and learn about different jobs. Staff work hard to secure suitable work experience placements, even when challenges arise externally. Students leave Rigby Hall with meaningful qualifications, practical skills and increasing independence.

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

Many pupils join Rigby Hall after struggling in their previous settings. Some arrive with gaps in learning or difficulties engaging in school life. Staff rebuild pupils’ confidence quickly, enabling them to thrive. Pupils form trusting relationships with adults, who know them well. This helps them to feel safe, valued and ready to learn. Pupils benefit from a community, where difference is celebrated and decisions are made with their needs at the centre.

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

Pupils enjoy their learning and achieve increasingly well from their varied starting points. They enjoy learning most when activities are practical or linked to real ‑ life situations. Staff deliver learning as clear, manageable steps so that pupils, including those with the most complex needs, can access the curriculum and experience success. Pupils develop their reading confidence, which for some, has been a challenge in the past. They gain important life skills, including how to stay safe and how to navigate everyday situations in the school’s life ‑ skills village.

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

Pupils feel a strong sense of belonging. They enjoy spending time with their friends, talking about their interests and ambitions. Many make significant gains in their confidence to work alongside others. Lunchtimes and enrichment activities give pupils the opportunity to develop social skills and form new relationships.

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

Pupils behave well. They respond positively to the calm routines that staff use consistently. When pupils face challenges, staff use well ‑ established communication approaches to help them express themselves. Staff deal with bullying concerns quickly and fairly. Attendance is regular. Pupils understand the importance of coming to school each day, even when travelling long distances. When they arrive, staff provide time and space for pupils to regulate. This means pupils are settled and ready to learn.

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

By the time they leave Rigby Hall, pupils are well prepared for college or other destinations. They have high aspirations for their futures and the confidence to pursue them.

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Next steps

Leaders should: Ensure that staff accurately identify gaps in learning in the moment and make timely adaptations so pupils learn the curriculum as intended. Continue to develop pupils’ writing by improving their handwriting, fluency, stamina and accuracy so they can express their ideas more confidently and access a wider range of future accreditation routes. Embed the ambitious curriculum with greater consistency so that teaching reflects the strongest practice and ensures pupils learn the intended knowledge securely. Broaden and personalise opportunities for pupils to experience the wider community and the world of work so that these encounters build progressively over time and reflect individual aspirations and talents.

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About this inspection

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

This is a special school that provides education for pupils aged between 4 and 19. There are currently 223 pupils on roll at this school.

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About this inspection

The school caters for pupils with severe and moderate learning difficulties. 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

This school uses 2 unregistered alternative provision providers.

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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 qualification and apprenticeships.

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About this inspection

Inspectors spoke with the headteacher a range of other senior and middle leaders during the inspection.

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About this inspection

Inspectors met with the chair and vice of governors, and one other member of the governing body.

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About this inspection

Inspectors also spoke with the local authority school improvement advisor and the head of the virtual school for Worcestershire.

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About this inspection

Inspectors considered evidence from a range of sources, including lesson visits, meetings with teachers, work scrutiny and discussions with groups of pupils.

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About this inspection

Inspectors also considered responses from surveys sent to pupils, parents and staff.

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Lead inspector:

Antony Bradshaw, His Majesty's Inspector

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Team inspectors:

Andrew Orgill, Ofsted Inspector Susan Hickerton, Ofsted Inspector Dawn White, 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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