Royal School for the Blind (Liverpool)

Royal School for the Blind (Liverpool)

Address: Church Road North, Wavertree, Liverpool, Merseyside, L15 6TQ Unique reference number (URN): 104735

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

The school supports pupils to make significant progress across all areas of their development, including academic learning, social skills and behaviour. Staff consistently help pupils build the essential knowledge and skills they need to succeed both in school and beyond. Communication plays a central role in pupils' development. Pupils actively learn effectively how to express their wishes, thoughts and feelings in ways that are appropriate to their individual needs. As a result, pupils grow in confidence and communicate more clearly and independently. This improved communication supports learning, strengthens relationships and helps pupils manage their emotions and behaviour effectively.

p.2

Achievement Strong standard

Pupils make remarkable progress from their individual starting points. Over time, pupils develop the knowledge and skills they need to tackle new challenges successfully. The school prepares pupils very well for the next stage of their lives whether this is education, employment or training. Pupils’ achievements contribute effectively towards them being ready for their future and well equipped for success.

p.2

Attendance and behaviour Strong standard

Leaders manage attendance rigorously. They have a thorough understanding each pupils individual circumstances. Leaders strategically analyse attendance patterns to understand what is working and where extra help may be needed. This means pupils and families receive the right support at the right time. For pupils with additional medical needs, personalised care is provided so they can attend school as often as they are able. Individual attendance plans are clear, closely monitored and regularly reviewed. As a result, overall, pupils’ attendance is high.

p.2

Attendance and behaviour Strong standard

Behaviour across the school creates a calm, happy and purposeful environment. Pupils consistently act with politeness, kindness and respect. They actively support one another's needs. They approach learning with enthusiasm and determination. Pupils take pride in doing their best and striving to succeed. Bullying rarely occurs, with staff swiftly and effectively addressing it when it does. The school actively promotes inclusion and ensures that discrimination of any kind, including online, does not occur. Staff understand pupils' behavioural needs as thoroughly as their academic needs. They respond with warmth, clarity and consistency. This approach enables pupils to develop the skills they require to increasingly regulate their behaviour with increasing independence.

p.2

Curriculum and teaching Strong standard

Leaders have a detailed and accurate understanding of the quality of the curriculum and teaching across the school. This precise insight allows them to make thoughtful and timely adjustments when the needs of pupils change, ensuring the curriculum remains relevant and effective for every cohort. The curriculum is firmly underpinned by a clear understanding of what pupils in each cohort need in order to succeed. For example, leaders ensure that pupils secure the essential knowledge required to access specialist knowledge such as Braille. Where pupils can secure phonics knowledge or handwriting, staff support and build on these strengths effectively.

p.2

Curriculum and teaching Strong standard

Teaching across the school is both effective and consistent. Staff deliver the curriculum to a high standard across all subjects. They have a secure understanding of how learning develops over time. Teachers skilfully design tasks that not only build pupils' knowledge and skills but also promote increasing independence. Learning is carefully sequenced so pupils feel confident and motivated as they progress.

p.3

Curriculum and teaching Strong standard

Staff use well-chosen, personalised targets to guide their adaptations for individual pupils. As a result, teachers know precisely what each pupils needs to access the curriculum successfully and to feel included in their learning.

p.3

Inclusion Strong standard

The heart of the school's work is supporting every pupil to succeed. All staff are committed to ensuring that pupils receive the right support to enable them to thrive. Through well- established relationships and detailed knowledge of pupils as individuals, staff are well equipped to meet the needs of pupils with special educational needs and/or disabilities. They notice any additional needs early. Staff invest time in fully understanding these additional needs. They closely align and tailor the support they provide for pupils. This contributes to pupils feeling confident to access their learning. The precise support helps pupils with their communication, learning and social development. It effectively helps to reduce pupils academic or social barriers that might otherwise make school life more difficult.

p.3

Inclusion Strong standard

Leaders use the pupil premium funding thoughtfully and effectively. They make careful decisions so that this support has a lasting impact on pupils' learning, wellbeing and wider opportunities. Leaders also ensure that pupils who are known or previously known to social care receive highly effective support. Staff work closely with families and outside professionals to make sure that these pupils receive the right support at the right time.

p.3

Leadership and governance Strong standard

Leaders and governors share a clear, ambitious vision for the school. They know its strengths and priorities extremely well. They use accurate and reflective evaluation to build securely on what works well and to identify clear, achievable next steps. Leaders act decisively on this information. This ensures that improvement planning, professional development and day-to-day practice are closely aligned. This results in a high degree of consistency across the school and ensures that pupils' needs remain central to all decision making.

p.3

Leadership and governance Strong standard

Governance is effective and well informed. Governors understand their statutory responsibilities and fulfil them with confidence. They draw on a wide range of skills and experience. This helps the governing body to be well equipped to support leaders appropriately. Through a wide, varied range of activities, governors hold leaders sharply to account for pupils' outcomes, the quality of care provided and the ongoing development of the school. Leaders prioritise creating a positive and inclusive culture. Staff wellbeing and workload are carefully considered when decisions are made. Leaders take sensible, practical steps where possible to reduce unnecessary burdens. As a result, staff feel valued, supported and involved in shaping the school's direction. Everyone works together effectively to ensure that they can provide the best education experience possible for pupils.

p.3

Leadership and governance Strong standard

Parents and carers are overwhelmingly positive about the school. They value the professionalism, care and commitment shown by staff. They express their confidence that their child is safe, well supported and able to thrive both academically and personally.

p.4

Personal development and wellbeing Strong standard

A significant strength of the school is its clear and unwavering commitment to ensuring pupils become confident citizens who can make a positive contribution to the wider world and play an active role in society. This ambition is a key driver of the school's personal development offer. This is underpinned by strong, purposeful leadership that ensures this work is moved forward with clarity and pace. Pastoral support across the school is highly effective. Staff know pupils exceptionally well and place pupils' emotional wellbeing at the centre of their work. This nurturing approach helps pupils develop resilience and boost their self-esteem.

p.4

Personal development and wellbeing Strong standard

The personal, social and health education which includes relationships and sex education is bespoke, highly personalised and carefully matched to pupils' needs. Learning is planned so that pupils build knowledge incrementally and at an appropriate stage of development. Staff use effective communication aids, such as social stories, to support pupils’ understanding of key concepts. For example, pupils learn about relationships in a sensitive and helpful way. This enables them to understand what appropriate touch is and how to keep themselves safe.

p.4

Personal development and wellbeing Strong standard

Pupils develop a strong understanding of equality, respect and diversity. They learn about different religions and cultures through visits to place of worship. They visit synagogues or mosques. They understand the importance of respecting others, including those with characteristics protected by the law. Leaders ensure that the personal development offer carefully prepares pupils for adulthood through thoughtfully chosen activities that support independent living skills. Pupils learn about healthy lifestyles, budgeting, safety in the community and making informed choices. For example, a designated road-safety area allows pupils to practice real-world skills in a safe and supportive environment.

p.4

Personal development and wellbeing Strong standard

Well-chosen visitors and experiences raise aspirations and help pupils to see themselves as active members of the community. For example, events such as the Merseyside Pentathlon develop teamwork, confidence and healthy competition for pupils. While targeted work on healthy eating, aligned with pupils' sensory needs, helps pupils confidently broaden their food choices.

p.4

Post 16 provision Strong standard

Leaders have an accurate and detailed understanding of the post-16 curriculum. They know what works well. They are meticulous in continually evaluating the provision so that it remains highly effective. Leaders set clear priorities and provide staff with the professional development they need. As a result, the curriculum is carefully planned and matched closely to students’ needs. Knowledge and skills built logically over time, helping pupils to achieve very well across the provision.

p.4

Post 16 provision Strong standard

The curriculum links effectively with therapeutic and pastoral support, ensuring students receive the right help at the right time. This joined-up approach supports students’ wellbeing and helps them to positively engage with their learning. Students also benefit from a wide range of enrichment opportunities in the same way as their peers across the school. These experiences help them to develop confidence and important life skills.

p.5

Post 16 provision Strong standard

Staff make timely adjustments so that pupils can fully access the curriculum and all activities on offer. Parents are kept well informed and feel actively involved, knowing their children are supported to achieve their full potential. Students are very well prepared for their next steps. Leaders and staff carefully identify a clear destination for every student, ensuring nothing is left to chance.

p.5

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

Pupils feel like they belong at the school. They are happy and settled in this caring and welcoming school community. Staff make sure that every pupil feels safe, valued and included. They build strong relationships with pupils and know them very well. This means that staff understand each pupil's strengths, interests and needs. As a result, pupils feel secure and ready to learn. They enjoy their lessons and take part with confidence. Even when pupils may find work difficult, they keep trying. They show resilience and perseverance. Staff encourage pupils every step of the way.

p.5

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

With a carefully crafted curriculum and staff who respond very effectively to pupils needs, pupils make great progress from their individual starting points. Staff have high expectations for what pupils can achieve and pupils respond positively to the challenge. Across the school, including in the post-16 provision, staff help pupils to become as independent as possible. They support pupils to make choices, manage daily routines and develop the skills they need for adult life. This helps pupils to be very well prepared for the next stage of their education, employment and training.

p.5

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

Behaviour in school is highly positive. Staff create a calm and orderly environment for pupils. If bullying were to occur, staff deal with it quickly and effectively. Pupils attend well. Staff work closely with families to support attendance. They put in careful support for pupils and families who may need extra help to attend.

p.5

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

The school offers a wide range of experiences that help pupils build confidence and raise their own aspirations for the future. For example, pupils work with the local secondary-age pupils and develop important social and communication skills. These opportunities help them learn how to work with others, try new experiences and feel positive about what they can achieve in the future.

p.5

Next steps

Leaders and governors should maintain high standards across all aspects of the school's work. They should pursue ongoing improvement with determination, tackling challenges thoughtfully to secure transformational outcomes for every pupil.

p.6

About this inspection

The chair of the board of governors in this school is Bob Prescott.

p.6

About this inspection

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

p.6

About this inspection

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

p.6

About this inspection

Inspectors spoke with the headteacher, deputy headteacher and various other leaders in school. The lead inspector spoke with a range of governors, including the chair of the governing body. Inspectors spoke with some parents and carers at the start of the school day.

p.6

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.

p.6

About this inspection

The school has a small number of children who attend early years. Due to the small numbers, this provision is not reported on separately. Inspectors gathered evidence about the experiences and outcomes of these pupils, and this evidence is included in the inspection findings above.

p.6

About this inspection

The school includes provision for pupils with an education, health and care (EHC) plan. The school caters for pupils who are visually impaired, hearing impaired, have profound, multiple learning difficulties and/or autism.

p.6

About this inspection

The school currently uses no alternative provision.

p.6

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.

p.7

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.

p.7

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.

p.7

What does this mean?

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

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

What does this mean?

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

p.8

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).

p.8

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.

p.9

Persistent absence

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

p.9

Exceptional

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

p.9

Strong standard

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

p.9

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.

p.10

Needs attention

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

p.10

Urgent improvement

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

p.10

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.

p.10

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.10

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 .

p.10

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Urgent improvement

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

p.10