Welburn Hall School

Welburn Hall School

Address: Kirkbymoorside, York, North Yorkshire, YO62 7HQ Unique reference number (URN): 121766

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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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Attendance and behaviour Strong standard

Most pupils join the school with low attendance. Many have significant needs that have impacted on their attendance at their previous schools. Leaders gain detailed knowledge of pupils from the start. They work tenaciously with families and external professionals to reduce barriers to pupils' attendance and help pupils back into education. This work is highly successful. Pupils’ attendance improves significantly over time. Leaders track pupils' attendance closely and rigorously follow up on absences. They do all they can to ease pupils’ anxieties and meet their individual needs. Pupils grow in confidence and increasingly enjoy taking an active part in school life. Most pupils attend well and feel happy and confident in school.

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Attendance and behaviour Strong standard

Positive, nurturing and respectful relationships are at the heart of the school's successful approach to supporting pupils' behaviour. Staff receive comprehensive information about each pupil. This helps them to understand pupils' behavioural needs and provide appropriate, personalised support. Leaders have high expectations and establish clear routines for behaviour, which pupils follow very well. They deal with incidents of bullying or discrimination thoroughly and effectively. Pupils have positive attitudes to learning. They are kept safe and are confident that they can talk to trusted staff when necessary.

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Inclusion Strong standard

This is a highly inclusive school. Pupils' provision is personalised and carefully tailored to give them every chance to succeed in education and develop socially and emotionally. Leaders identify pupils' needs and barriers to learning and personal development with precision. Staff are highly adept at quickly and accurately understanding what pupils need to attend well, learn successfully and progress positively towards their educational, health and care plan outcomes.

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Inclusion Strong standard

Leaders take effective steps to ensure that staff are highly skilled in supporting pupils' communication and sensory needs. They work purposefully with parents, carers and external agencies to promote pupils' wellbeing and find the best ways to help pupils succeed. Staff receive a wealth of high-quality training to support pupils' special educational needs and/or disabilities, helping pupils to access the curriculum and flourish as individuals.

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Inclusion Strong standard

Leaders work closely with local authorities and external professionals, such as social workers for children in care. This helps the school to ensure that pupils get the right support at the right time and are safe, happy and making positive progress towards their personal targets. Leaders use additional funding to support disadvantaged pupils to learn well and access opportunities. Where alternative provision is used for some pupils, leaders check carefully that it is appropriate and can make a meaningful, positive impact on pupils.

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Leadership and governance Strong standard

Leaders’ ambitious vision for the school is rooted in an accurate understanding of pupils’ special educational needs and/or disabilities and their individual circumstances. Leaders are positive role models. They set high expectations and maintain a determined focus on delivering high ‑ quality education and supporting pupils’ wellbeing. Leaders foster a culture of aspiration and nurture that unwaveringly supports pupils to overcome barriers and enjoy life to the full.

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Leadership and governance Strong standard

Leaders and governors make decisions in the best interests of pupils. They ensure the school typically provides the best learning and enrichment opportunities for pupils. Leaders work closely with local authorities and external professionals, promoting highly effective partnership working and inclusivity in the school’s approach.

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Leadership and governance Strong standard

Parents and carers highly appreciate the way the school enables their children to ‘feel safe and accepted’. They value the way staff are ‘passionate about their roles and care enormously for pupils and their outcomes.’ Everyone in the school community shares the aspiration for pupils to enjoy school and reach their full potential.

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Leadership and governance Strong standard

Leaders analyse and evaluate the school’s provision with precision. Their decisions are informed by research and high ‑ quality training. Leaders allocate time and resources for staff to share good practice with other local schools, develop their expertise and contribute to continued whole ‑ school improvement.

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Leadership and governance Strong standard

The local governing body provides appropriate expertise and offers high levels of challenge to the school. Leaders place significant importance on staff wellbeing and maintaining manageable workloads. Staff, including early career teachers, appreciate the support leaders put in place to help them succeed in their roles. School leaders and governors are dedicated and resolute in their ambition to give all pupils, particularly those with the greatest needs, the best possible chance in life.

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Personal development and wellbeing Strong standard

Pupils’ personal development and wellbeing sit at the heart of the school’s curriculum and its ambition to prepare pupils for life in modern Britain. The school provides high-quality pastoral support that meets pupils’ social, emotional and mental health needs. The curriculum is structured so that pupils learn age ‑ appropriate relationships and sex education and health education. When pupils need to revisit or secure their understanding, staff provide additional teaching that helps them to do so. Visiting speakers deliver workshops that give pupils meaningful opportunities to discuss relevant issues, such as online safety, diversity and the impact of substance abuse. Staff know pupils well and understand the health challenges and other challenges that many have faced and that some continue to face. They are especially adept at identifying how best to support pupils.

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Personal development and wellbeing Strong standard

Since the last inspection, the school site has undergone significant refurbishment. Pupils benefit from an environment designed to meet their needs very well. The facilities support pupils’ therapeutic needs, including hydrotherapy, and enable them to develop life skills, grow their social skills and pursue interests that support their mental health. Pupils make the most of the extensive grounds, enjoying horse riding, animal care and sports. Staff provide skilled, tailored support for pupils’ wellbeing through individual interventions informed by pupils’ education, health and care (EHC) plans and guidance from external professionals. Pupils develop independence and confidence in their abilities. They are proud of their leadership roles and the contribution they make to decision ‑ making in school and to local community events.

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Expected standard

Pupils enjoy a broad range of extra ‑ curricular activities. These include musical performances, sports competitions with other schools and visits to museums, farms, castles and curriculum ‑ linked workshops. A well ‑ considered careers programme is in place. Pupils participate in work experience opportunities that link closely to their EHC plans. The school ensures that pupils access independent careers advice and guidance. Staff help pupils to make informed choices about their next steps and support them to be successful after leaving the school.

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Post 16 provision Strong standard

Leaders ensure that the post ‑ 16 curriculum is well organised and effectively taught, with a sharp focus on preparing students for life beyond school and into adulthood. Students develop their knowledge and skills across a range of subjects and gain qualifications in important subjects such as English, mathematics and other courses, including preparation for adulthood, animal care and catering.

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Post 16 provision Strong standard

The curriculum is thoughtfully designed to meet students’ needs, and learning and support are closely linked to their education, health and care plan outcomes. Teaching is highly effective and is adapted appropriately by staff who take full account of the subject context and students’ individual needs. Teachers skilfully deliver lessons that help students to enjoy learning and achieve success. As a result, students are well prepared for the next steps in their education, employment or training, and they progress to destinations that align with their personal interests and career goals.

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Post 16 provision Strong standard

Students’ attendance is high. They gain essential skills in independent living and relationships and learn safety in the community, ensuring they can thrive in the world beyond Welburn Hall. The school is remarkably successful in linking career opportunities to local area employers and supporting students to gain and sustain their next steps in education, employment or training.

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Achievement Expected standard

Pupils typically achieve well academically from their individual starting points. They successfully work towards the outcomes in their education, health and care plans. Pupils make significant progress in their communication skills and personal, social and emotional development. The school provides pupils with the skills they need to recognise their feelings and to manage their emotions and behaviour effectively. Whereas pupils previously struggled to engage in education before coming to Welburn Hall, most experience success here. They learn to enjoy socialising and take an active part in school life.

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Achievement Expected standard

Pupils develop detailed knowledge in different curriculum subjects, including reading, writing and mathematics, as they progress through the school. They gain a range of accreditations, including qualifications in English and mathematics, by the end of post-16 provision. Pupils improve their attendance and learn important life skills. They also develop the confidence to aspire to future careers. Pupils are well prepared for the next stage of their education, employment or training. However, pupils in the early stages of learning to write do not achieve as well as they could.

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Curriculum and teaching Expected standard

Staff have an in-depth understanding of each pupil’s special educational needs and/or disabilities. They know how to support their individual way of learning. Staff provide skilled support and timely, focused interventions to help pupils make positive progress through their curriculum 'pathways'. The curriculum is suitably ambitious and organised so that pupils build on their learning over time from their individual starting points.

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Curriculum and teaching Expected standard

Staff receive relevant training that enables them to carry out their roles effectively. Leaders carefully check how well pupils learn and make progress towards their education, health and care plan outcomes. Staff use this assessment information to inform and adapt their teaching and support pupils’ individual needs. For example, staff use a range of strategies to meet pupils' sensory and communication needs, including symbols, signs, digital resources and objects of reference. They link learning to topics that inspire and interest pupils. Trips and enrichment opportunities help pupils to apply their knowledge to real-life experiences.

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Curriculum and teaching Expected standard

Leaders ensure that pupils build the essential foundations of learning in reading, writing and mathematics. Phonics is taught with precision. Staff provide opportunities for pupils to practise and develop their proficiency in writing and mathematics. However, staff do not consistently provide effective support to pupils in the early stages of learning to write. As a result, some pupils do not learn to write fluently or independently. Leaders have suitable plans in place to address this aspect of the curriculum, but these have yet to be implemented.

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

Pupils at Welburn Hall have previously struggled to attend other school settings. As soon as they arrive here, they are welcomed warmly and their individual needs are met with expertise, sensitivity and compassion. Most pupils attend regularly and enjoy learning in the school's calm and nurturing rural environment. There are high expectations for pupils' behaviour and for what they can achieve. Pupils are valued as individuals and are eager to do their best and achieve well. They receive highly effective support for their special educational needs and/or disabilities and develop personally and academically. Pupils thrive because leaders ensure that the requirements of pupils' education, health and care plans are precisely matched to their individual curriculum pathway, career aspirations and required support.

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

Staff know pupils very well. They establish positive and trusting relationships with pupils that reduce barriers to attendance and learning. Pupils receive highly effective support and resources that meet their sensory and emotional development needs. They appreciate that staff help to ease their anxiety and promote their wellbeing. Pupils' needs, interests and opinions are at the heart of all aspects of the school's provision. They take an active role in decision-making through their roles as school councillors and through the 'school forum'. Pupils recognise the significant difference the school has made to their lives and value the fresh start they make in their education. They relish caring for the animals at the school's farm and benefit from the breadth of the school's therapeutic offer, including hydrotherapy, rebound therapy and equine therapy. Pupils become increasingly confident, behave well and

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

enjoy socialising with their friends. They know that staff keep them safe and will help them when needed. Pupils' personal development is enriched by a broad variety of local area visits, curriculum-themed trips and visitors to school. Pupils enjoy playing different sports and taking part in outdoor education opportunities. Older pupils enjoy cooking snacks to sell in the school’s tuck shop and participate in work experience.

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Next steps

Leaders should ensure that teachers consistently identify and address misconceptions in pupils’ writing to secure high ‑ quality written work across the curriculum.

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About this inspection

The chair of the board of governors in this school is The Reverend Alan Payne.

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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 the headteacher, the assistant headteachers, the designated safeguarding and wellbeing lead, the office manager, the special educational needs and/or disabilities coordinator, some curriculum leaders, the chair and vice chair of governors and a senior education adviser for North Yorkshire local authority. The lead inspector spoke on the telephone with a lead teacher for construction at York College and the head of North Yorkshire virtual school. Inspectors spoke with some pupils and staff and considered the responses to Ofsted's online surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one unregistered alternative provision.

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About this inspection

The school provides education for pupils with speech, language and communication difficulties, autism, moderate learning difficulties, severe learning difficulties and profound and multiple learning difficulties.

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About this inspection

All pupils have an education, health and care plan.

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About this inspection

The school runs an alternative provision from the school site for pupils attending other school settings in the local area.

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About this inspection

The school has undergone the following significant changes since the last inspection:

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Lead inspector:

Stephanie Innes-Taylor, His Majesty's 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 proportion of pupils eligible for free school meals at any point in the last six years.

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Pupils with an education, health and care (EHC) plan

The role of headteacher is shared between co-headteachers.

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Pupils with an education, health and care (EHC) plan

The school no longer offers boarding provision.

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Pupils with an education, health and care (EHC) plan

The number of pupils on the school's roll has increased rapidly since the last inspection.

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Pupils with an education, health and care (EHC) plan

Co-headteachers: Marianne Best, Alison Keane

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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

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

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