The Wherry School

The Wherry School

Address: 280 Hall Road, Norwich, Norfolk, NR1 2GB Unique reference number (URN): 144769

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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

The school prioritises basic knowledge in the core areas of English, mathematics and science. All pupils work towards GCSEs in these subjects. Most pupils achieve them, together with optional choices in subjects that match their interests and aspirations. This includes vocational qualifications in subjects such as hospitality.

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Achievement Expected standard

Pupils make appropriate progress from their individual, often low, starting points. The school is ambitious, and closer tracking of pupils has begun to work towards more pupils achieving a good GCSE pass grade. This includes for students in the post-16 provision, where some GCSE resits are successful, but not yet all. Students stay with the school for an extra year if they are not yet ready to move onto another post-16 placement, which means they are well prepared for this next step.

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Attendance and behaviour Expected standard

Attendance has risen over the last 4 years. It is in line with other similar schools, but leaders know that it could be higher. They are working closely with the local authority and have planned professional development for teachers to raise their role in getting pupils into school more often. Every pupil and their families receive support if needed to help them get their child back into school. There are detailed plans to build up school attendance step by step. The school uses remote attendance, using robots, to help this process. Some pupils have significantly better attendance than in the past.

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Attendance and behaviour Expected standard

Pupils are taught how to behave and how their brains and bodies react as a result of their autism. They learn how to control their emotions and react less to others' behaviour that annoys them. As a result, learning in the school is typically calm and focused. Pupils join in lessons and work hard. Pupils learn to understand why others act how they do. Staff work closely with all pupils involved when pupils show behaviour that is seen as bullying or unkind. Leaders work closely with external agencies where pupils are particularly at risk due to their behaviour. Discriminatory behaviour is never accepted.

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Curriculum and teaching Expected standard

The school has a well-planned curriculum that builds up from class-based learning to specialist secondary teaching. There is a strong focus on ensuring that pupils learn the basics, such as phonics and early mathematics. Teachers check pupils' reading knowledge regularly. They ensure that pupils become confident and fluent readers.

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Curriculum and teaching Expected standard

Pupils who need a higher level of adult support or who struggle to access the main classrooms receive a highly individualised, bespoke programme, working on smaller achievable tasks and building up day by day. Teaching is typically effective. The quality of how well writing is taught varies. Pupils are taught the basics of writing. They get the support and adaptations they need to be able to write. When pupils are taught the structure of what they are expected to write, they can use this to write detailed answers, for example, considering the pros and cons of an argument. However, the way to write extended answers is sometimes not taught well. Staff do not always model how to construct longer answers, either through talking or writing. Some pupils do not get the practice they need to write at length. Support staff are highly able at working to help pupils during activities. However, they do not routinely have a specific role during direct teaching time.

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Inclusion Expected standard

Pupils join the school at a wide variety of ages and points during the school year. All are pupils with special educational needs and/or disabilities. Leaders identify clear strategies to address pupils' barriers to achievement or wellbeing. They work with families to enable pupils to make a positive start in the school. These strategies are adapted and changed in response to changing barriers to learning. Teachers benefit from the wider expertise of the clinical team, who give specialist advice, for example how to support those pupils with poor muscle tone.

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Inclusion Expected standard

Many pupils who previously could only work on an individual basis, not interacting with other pupils, are able to be independent and work as a group by the end of key stage 4.

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Inclusion Expected standard

The pupil premium funding helps pupils have full access to the wider offer, for example by supporting places in the holiday club. Pupils in receipt of the pupil premium make similar progress to those who are not disadvantaged.

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Inclusion Expected standard

A significant number of pupils who have recently started the school need more support and/or are at an early stage of verbal communication than was the case in the past. Leaders have made changes to the provision for these pupils, sought specialist support and planned a new curriculum to meet these needs. These pupils are now making progress, but this is at an early stage and not as established as other aspects of the school's work.

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Leadership and governance Expected standard

Leaders have a comprehensive understanding of their school and have correctly identified the next priorities for their work. Leaders' actions are always in pupils' best interests. Leaders consider each individual pupil's progress and interests. The school is significantly oversubscribed as a result of admissions from tribunals. Leaders ensure that staff work together to meet the needs of any pupil who is admitted, despite the pressures on physical space and staffing. They have ensured that when pupils' special needs and/or disabilities are not those the school has expertise in, they seek further external advice.

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Leadership and governance Expected standard

Trustees support the work of the school well. They ensure that their statutory responsibilities are met. They are further developing their work to be more visible and known to staff, parents and carers.

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Leadership and governance Expected standard

Staff enjoy working in the school and feel well supported. Their workload is a key consideration for leaders. Staff's professional development is evidence- and research-led. Several of the teachers have qualified while working at the school, and this route into teaching is encouraged. Leaders are working to further encourage links with parents, for example by holding regular coffee mornings. Parents are also welcomed in to see their children's work in the half-termly enrichment weeks.

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Personal development and wellbeing Expected standard

Leaders have established an approach of 'unconditional positive regard'. This means that where things have gone wrong, pupils are able to make a new start and try again. Pupils feel safe and valued by staff. Staff get to know pupils' interests. This contributes to positive relationships and helps pupils engage in learning. Pastoral support is always available to pupils when they need it.

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Personal development and wellbeing Expected standard

The school helps pupils to develop their social skills and understand why they are feeling a specific way. Pupils develop skills such as how to communicate with others. Students in the sixth form further develop this through workplace activities, such as running a small café.

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Personal development and wellbeing Expected standard

The school's curriculum enables pupils to have a secure understanding of life in modern Britain. They understand important concepts such as democracy and respect.

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Personal development and wellbeing Expected standard

The relationships and sex education and health programme has been carefully considered. Leaders have consulted with experts in autism to ensure that it is appropriate. They review content before delivering to pupils to check that it is right for the pupils' understanding and stage of emotional development. As a result, pupils understand risks they may face in the wider world. They are able to practise skills in the wide range of activities beyond the school, including theatre trips and sports events. When these are part of the core curriculum, participation rates are high, but when optional, more pupils could take part. The programme of trips and activities to enhance the primary curriculums is not as wide as that in secondary.

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Personal development and wellbeing Expected standard

There is a comprehensive careers programme that includes trips to local sixth forms and colleges. Pupils are well prepared to leave at the end of Year 11, and those who are moving on to other settings are confident and enthusiastic about this next step. Students who are not quite ready are able to stay in the school for a transition year in Year 12.

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Post 16 provision Expected standard

Most pupils leave the school at the end of Year 11. Those who stay into the post-16 provision generally need more time to be emotionally and/or academically ready for a different post-16 placement. Those in Year 12 further consolidate their knowledge of English and mathematics and start to explore more extended study through the Extended Project Qualification.

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Post 16 provision Expected standard

Some students, but not all, successfully re-sit GCSEs to achieve a grade 4 pass or above. As with all aspects of the school, leaders ensure that the curriculums students study are highly personalised, seeking out external opportunities where needed to follow students' interests. Where teaching is most effective, students confidently produce high-quality writing. As with the rest of the school, they are not consistently taught to write extended answers to apply and explain reasoning or practise doing so.

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Post 16 provision Expected standard

Extended transition work and visits to other post-16 providers help students to be ready to move on. The school has recently introduced, in partnership with government agencies, a programme of supported internships. Students study at the school for part of the week, but spend the majority of the time working at a local employer. The first students on this programme were all successful in achieving paid employment.

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

Pupils are safe and well cared for. They experience a highly individualised curriculum and support. This enables pupils to become independent young adults and achieve academically. The school works closely with families to understand pupils' previous schooling experiences and strategies that work well. This extends to encouraging pupils to attend school regularly. Most do, although the school is ambitious to further increase some pupils' attendance.

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

Pupils enjoy their learning. Many talk with great interest about their favourite learning, such as studying and comparing different historical periods. The school adapts learning well to meet different pupils' needs. Leaders identify and fill gaps in learning. As a result, most pupils leave the school at the end of Year 11 with qualifications, ready for college or sixth- form study. Some students continue to work on GCSEs into Year 12. The school has also developed innovative internships with a local employer to help older students move from education into employment.

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

Pupils learn about the effects of their autism on their brains and bodies. They also learn a wide range of strategies to help them to be calm and cope with unsettling situations. The school is tenacious in keeping going with every single pupil, no matter how challenging their behaviour or difficulties engaging in learning. Pupils build up learning in tiny, manageable chunks. This is highly effective, and many of the older pupils are now confident, able to work with others and cope when things change or go wrong. If pupils are engaging in behaviour that could be considered as bullying, the school deals with this effectively.

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

Pupils benefit from a range of other activities that enrich the curriculum, such as taking part in poetry slams. They access a wide range of interesting physical education activities, from cricket to water sports. The youngest pupils particularly enjoy their weekly swimming sessions.

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Next steps

Leaders should ensure that all staff can teach pupils to write extended answers across the curriculum to raise pupils' achievement. Leaders should ensure that support staff are always deployed effectively to support pupils' learning.

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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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About this inspection

This school is a single academy trust. The principal, Rachel Quick, is the chief executive officer and it is overseen by a board of trustees, chaired by Michael Rosen.

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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 school leaders, staff, trustees and pupils during the inspection.

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About this inspection

The school is registered for ages 4 to 19, but does not currently have any children who attend the early years provision. Due to this, this provision is not reported on separately.

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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

The school currently uses no alternative provision.

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About this inspection

All pupils have an education, health and care plan. The school specialises in provision for pupils with autism, who are able to access age-appropriate education.

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About this inspection

At the time of the inspection, there were 135 pupils on roll. The capacity of the school is 100 pupils.

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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. 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

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

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