Brantridge School

Brantridge School

Address: Staplefield Place, Staplefield, Haywards Heath, West Sussex, RH17 6EQ Unique reference number (URN): 145394

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

Attendance and behaviour Exceptional

The work of leaders and staff around attendance and behaviour ensures that all pupils live up to the high expectations the school has for them. Leaders have established a rigorous approach to monitoring pupils' attendance. They diligently support pupils and their families to remove barriers to regular attendance. Leaders ensure that pupils feel they belong and can achieve. As a result, pupils want to attend school every day. Over time, pupils' attendance improves dramatically despite any previous difficulties.

p.2

Attendance and behaviour Exceptional

Leaders have created a culture of positive behaviour that is understood by all staff and pupils. This enables pupils to feel valued, successful and happy. Pupils' behaviour in classrooms and around the school is calm and respectful. They consistently demonstrate high levels of self-discipline, increasing independence and dedication to their learning.

p.2

Attendance and behaviour Exceptional

Staff have established strong relationships with pupils. This has created a climate built on care, trust and respect. Staff expertise and belief in the school's approach to positive behaviour support, alongside detailed knowledge of pupils, enables them to understand and anticipate behaviours. They work proactively with pupils to support them to learn about, and recognise, the impact of their behaviour on themselves and others. Pupils have a very well- developed understanding of bullying, and they trust that staff will quickly tackle any instances of unkindness before it becomes bullying. The school is an environment in which pupils treat each other fairly, learn successfully and feel safe.

p.2

Achievement Strong standard

Pupils across the school, with diverse starting points and needs, make solid progress through the planned curriculum. They develop detailed knowledge and produce work of consistently high quality. Effective teaching of reading, writing and mathematics enables pupils to achieve well from their individual starting points. Pupils make rapid progress in reading as a result of high-quality teaching and leaders' determination that they read daily to an adult.

p.2

Achievement Strong standard

Leaders track and monitor progress towards education, health and care plan outcomes and wellbeing. Pupils are very well supported to develop skills to self-regulate and become independent. The school ensures that pupils are well equipped to overcome the multiple barriers to their learning and wellbeing. Leaders ensure that pupils develop the skills needed to interact positively with others. This helps pupils to become successful learners. Pupils are very well prepared for their next steps.

p.2

Curriculum and teaching Strong standard

Leaders have a detailed understanding of the quality of the curriculum and teaching across the school. They use their knowledge of the pupils to ensure that the curriculum and teaching are appropriate and effective. The different curriculum pathways are carefully designed to meet the varied needs of pupils. Leaders and staff constantly review the curriculum and practice to ensure that it remains effective for the changing cohorts. Leaders ensure that there is a high level of consistency in the quality of teaching across year groups and pathways.

p.3

Curriculum and teaching Strong standard

Teachers make very effective choices about what to teach and how to support pupils. The curriculum focuses on developing skills in reading, writing and mathematics. Reading is prioritised for every pupil. Pupils at the earliest stages of reading are well supported through high-quality phonics teaching. Teachers demonstrate secure subject knowledge and explain concepts clearly. Teaching is highly responsive, and learning activities are planned carefully to support pupils to make progress.

p.3

Curriculum and teaching Strong standard

Leaders' careful consideration of both the curriculum and the learning environment is evident across the school. Classroom environments have been very carefully considered and adapted with each child in mind. This is informed by multi-disciplinary working that ensures that pupils' needs are very well met.

p.3

Inclusion Strong standard

Leaders swiftly identify pupils’ special educational needs and/or disabilities. They ensure that specific support is implemented promptly. Leaders' detailed and insightful understanding of individual pupils’ needs enables them to choose the most effective support strategies. Systems to monitor pupils’ achievements are rigorous, and leaders regularly review and adapt strategies to maximise their impact. Accurate identification of needs, well-resourced classrooms, skilled staff and targeted interventions ensure that barriers to learning and wellbeing are reduced. High-quality training supports staff and ensures that the inclusive culture and practice is well embedded.

p.3

Inclusion Strong standard

The pupil premium strategy is thoughtfully considered. It identifies the many and varied barriers facing the most disadvantaged pupils. There is a wide range of interventions available for all pupils. Close monitoring of the impact of the strategy ensures that it is effective.

p.3

Inclusion Strong standard

Education, health and care plans are used effectively, and staff are knowledgeable about individual pupils’ outcomes and the steps required to achieve them. Leaders rigorously check that strategies for specific pupils are having the intended impact. Leaders work closely with parents and carers alongside wider professionals to ensure that they can contribute to decision-making. Any use of alternative provision is appropriate and its use contributes to pupils' achievement in identified areas.

p.3

Leadership and governance Strong standard

Leaders across the school are knowledgeable about their pupils and understand how their role contributes to improved outcomes. They work in a collaborative and holistic way to ensure that the school's work across all areas is fully cohesive. Leaders work successfully with parents and wider agencies. They are role models of aspiration for the school community. This results in highly effective practice and positive outcomes for pupils. Leaders' approach to continual improvement keeps pupils' needs and best interests at the heart of their actions. Their work has ensured that high standards have been maintained across all areas over time.

p.4

Leadership and governance Strong standard

Staff feel cared about at the school. They appreciate the training that is provided for them. Leaders want them to be the best they can be, and they are trusted to do their jobs. Leaders consider the workload and individual needs of staff when making decisions. Leaders have ensured that there is a collaborative approach to development across the whole staff team. They have created a staff team that deeply understands the school’s approach to working with their pupils. Trustees and local governors bring a range of experience and expertise that supports their work. They know the school extremely well and take great pride in its work. They are very knowledgeable and passionate about their roles and in their work to support the school to improve and develop further.

p.4

Leadership and governance Strong standard

Leaders are highly ambitious and have high expectations for all their pupils. They are determined that pupils at their school, regardless of any disadvantage, can flourish and achieve highly.

p.4

Personal development and wellbeing Strong standard

Leaders have established a comprehensive, well-thought-out programme of personal development across the school. They ensure that this includes suitable, effectively taught relationships education. Leaders organise the content coherently, and staff adapt and supplement it to meet pupils' individual needs, contexts and specific events. The personal development programme is available to all pupils, and staff remove barriers to participation. As a result of the effectiveness of the programme, pupils are knowledgeable, confident and resilient.

p.4

Personal development and wellbeing Strong standard

Leaders use their detailed knowledge of pupils to provide highly effective, personalised pastoral support. Leaders recognise the need to focus on pupils’ mental health, wellbeing and self-regulation. Pupils learn about relationships and risks. They know how to stay safe in the community and when they are online. Leaders have designed the personal development programme specifically to help pupils make accelerated progress in these areas.

p.4

Personal development and wellbeing Strong standard

Pupils are enthusiastic about the personal development offer. They particularly enjoy the variety of sports events available, including the opportunity to play for a school team, which they had not experienced before joining the school. These activities build pupils' confidence and help them develop the skills needed to interact with others. Pupils recognise the progress they have made in managing their own regulation and improving their wellbeing. Leaders support pupils to develop their talents and interests through a range of school clubs, some of which pupils choose and run themselves. Leaders have provided carefully structured opportunities for children to learn about life beyond the school through real-life experiences in the local community, educational visits and learning within the classroom. As a result, pupils have a secure and well-developed understanding of fundamental British values. They show kindness, courtesy and respect for

p.4

Personal development and wellbeing Strong standard

others. Pupils are very well prepared for their next steps and life in modern Britain.

p.5

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

Pupils want to attend school because they know they will be very well supported to be happy and to achieve. They are welcomed into school each day by kind and caring staff who know them very well. Pupils speak enthusiastically about their work. They talk with pride about what they have learned during their time at school. Pupils thrive at the school.

p.5

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

As soon as pupils join the school, staff get to know them well. They are supported to become valued members of the school community. Across the school, pupils who need additional support receive the help they need in a timely and effective way. A carefully considered and well-taught curriculum helps all pupils to achieve well from their starting points. The school's highly inclusive culture allows all pupils to feel they belong and experience success.

p.5

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

Pupils demonstrate highly positive attitudes to learning, each other and staff. Pupils say the school is a safe and happy place to be. They know that staff will support them if they need help or are worried about something. Leaders and staff enable pupils to feel included, enjoy learning and achieve well at school, often for the first time. This means pupils want to attend school, and there is very high attendance for all pupils. The school is successful in its mission to enable pupils to become resilient, confident, self-regulating and ready to access the next stage of life.

p.5

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

The school provides opportunities for pupils to develop a sense of being part of the wider community. This is enriched by participating in sporting competitions, visits to places of interest and involvement in events in the local village and beyond. This helps pupils to learn about and contribute to the world around them. It prepares pupils well for the next steps in their education and life in modern Britain.

p.5

Next steps

Leaders should draw on their experience of the transformational practice they have already established around attendance and behaviour at the school to ensure that their actions continue to have a highly positive and transformational impact in all areas of their work.

p.5

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.6

About this inspection

This school is part of the Orchard Hill College Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ian Valvona, and overseen by a board of trustees, chaired by Raymond Leclercq.

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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the principal and other senior leaders, including the designated safeguarding lead, during the inspection. Inspectors also spoke with a group of trustees, the CEO and representatives of the local governing body.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school is a specialist setting. Pupils typically have a primary diagnosis of social, emotional and mental health needs or an autistic spectrum condition. All pupils have an education, health and care plan.

p.6

About this inspection

The school makes use of 6 unregistered alternative provisions for a small number of pupils.

p.6

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.7

What does this mean?

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

p.7

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

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.8

Persistent absence

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

p.8

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.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.9

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.9

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

p.9

Urgent improvement

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

p.10