Castlewood School

Castlewood School

Address: Lanchester Way, Castle Bromwich, Birmingham, West Midlands, B36 9LF Unique reference number (URN): 141171

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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 make appropriate progress from their starting points, particularly given that many join the school with disrupted educational experiences and gaps in foundational knowledge. Leaders have prioritised developing core skills, especially reading and communication, with clear impact.

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Achievement Expected standard

The school’s work in reading is a notable strength. Daily reading sessions, for all, and appropriate interventions, when needed, mean that previous barriers to reading are quickly overcome. Pupils who have previously struggled to read are increasingly developing confidence and fluency. Many now read more regularly and show growing enjoyment in reading, including across the wider curriculum.

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Achievement Expected standard

Pupils’ achievement is inclusive. Across subjects, including art and science, pupils demonstrate growing knowledge and confidence. Disadvantaged pupils and those with SEND achieve at a similar level to their peers, supported by targeted interventions that improve engagement and access to learning.

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Achievement Expected standard

Published outcomes do not fully reflect the school’s current performance. The school is increasing the range of qualifications on offer, and a growing number of pupils are now achieving higher-level qualifications across a wider range of subjects. Pupils are increasingly well prepared for their next steps. Many move on to further education, training or employment with improved confidence and readiness for adulthood.

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Attendance and behaviour Expected standard

Leaders have a clear and improving approach to attendance. They understand patterns of absence and take appropriate action to remove barriers for pupils who find it most difficult to attend regularly. This includes close work with families, targeted support and regular check ‑ ins. Where pupils are not able to attend full-time, leaders ensure that appropriate support is in place, including for those on temporary part-time timetables, so that pupils continue to engage with education.

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Attendance and behaviour Expected standard

At the same time, leaders maintain a clear and appropriate focus on ensuring that all pupils attend school as regularly as possible. Attendance is improving, although it remains lower than expected for some pupils. Leaders recognise this and are rightly prioritising sustained improvement, particularly for those who require ongoing support. For some pupils, having trusted adults and consistent routines helps them to feel secure enough to attend more regularly.

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Attendance and behaviour Expected standard

Behaviour and attitudes to learning meet the expected standard. Behaviour is typically calm and well-managed. Staff know pupils well and respond thoughtfully to their needs, particularly at key points such as arrival and transitions. Pupils acknowledge that behaviour can sometimes be challenging, but they also recognise that staff help them to regulate and return to learning. Bullying and any incidents of unkind behaviour are dealt with promptly. Pupils report that adults act quickly when concerns arise and that they feel safe. Relationships are positive, and pupils are developing more consistent routines and attitudes to learning. The school’s inclusive approach supports pupils in engaging and succeeding.

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Curriculum and teaching Expected standard

Curriculum and teaching meet the expected standard and are broadly aligned with pupils’ achievement, with most pupils making appropriate progress from their starting points. Leaders have established a clear strategic focus on developing an ambitious, increasingly well-sequenced curriculum that is responsive to pupils’ needs. A particular strength is evident in subjects such as art, science and English, where pupils demonstrate a secure understanding and produce work that reflects increasing knowledge, confidence and skill over time.

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Curriculum and teaching Expected standard

Leaders have rightly prioritised the development of pupils’ communication and emotional regulation. There is a consistent emphasis on supporting pupils in understanding and managing their own emotions and feelings, enabling them to be ready to learn before staff intervene to provide further guidance. This underpins pupils’ engagement and access to the curriculum. The curriculum takes careful account of pupils’ starting points and builds knowledge cumulatively. Pupils develop essential skills, including secure foundations in reading, such as segmenting and blending to decode unfamiliar words.

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Curriculum and teaching Expected standard

The curriculum and teaching are inclusive. Teaching is generally clear and purposeful, although this is not yet consistent across all lessons. Assessment is not always used precisely enough to identify what pupils know and can do. Staff adapt their approaches so that pupils with SEND can access learning and generally engage meaningfully with curriculum content. However, teaching is not consistently adapted to meet pupils’ learning needs carefully enough, and pupils are not always clear about what they are expected to learn or how to improve.

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Inclusion Expected standard

Inclusion meets the expected standard and is a strength of the school. Leaders have a clear understanding of pupils’ needs and use this to identify, assess and reduce barriers to learning effectively. Assessment information and detailed knowledge of pupils’ starting points are used to shape provision so that pupils can re ‑ engage with education.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) are supported well. Staff adapt learning and provide structured support to help pupils to communicate, regulate and engage. Over time, many pupils show reduced levels of dysregulation and increasing confidence in learning.

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Inclusion Expected standard

Disadvantaged pupils, including those supported through pupil premium funding, benefit from targeted support that improves their engagement, attendance and access to the curriculum. Pupils known to social care are supported through strong pastoral care and close multi ‑ agency working, helping them feel safe and settled in school. The school also supports pupils who have experienced disruption to their education or who face barriers to their well-being. This includes tailored provision and, where appropriate, the use of alternative provision to support engagement. Parents and external professionals speak positively about the support the school provides. Overall, pupils who may previously have struggled in education are supported in accessing learning, developing confidence, and experiencing success.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and the areas that require further improvement. They have identified appropriate priorities and are taking action to improve pupils’ experiences and outcomes. Recent changes in the leadership team have brought a renewed sense of enthusiasm and drive to the school. This is reflected in the sharper focus on key priorities, including curriculum development, attendance and the use of assessment.

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Leadership and governance Expected standard

Those responsible for governance share this clear drive for further improvement. They are reflective and continue to review their own systems to ensure they receive the right information at the right time. Leaders benefit from the trust’s support, which rightly combines challenge, accountability and access to training. Alongside this, a key strength is the trust’s emphasis on staff wellbeing and on developing networks that enable staff to feel supported, valued and connected. This has helped to build confidence and consistency, ensuring that staff are well placed to contribute to the school’s ongoing improvement.

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Leadership and governance Expected standard

Staff speak positively about the support they receive and value the opportunities to share practice. Professional learning is developing, and staff are becoming more confident in delivering the curriculum and adapting their teaching to meet pupils’ needs.

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Leadership and governance Expected standard

Leaders engage effectively with parents and carers, who shared very positive views with inspectors. Parents consistently praised the strength of relationships and the way in which staff understand and respond to their child’s individual needs. Many highlighted the difference the school has made, particularly in helping their children feel safe, supported and able to learn.

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Leadership and governance Expected standard

Leaders recognise that further work is needed to secure consistency across key areas, including assessment, attendance and aspects of the curriculum. Overall, leadership provides clear direction and is increasingly driving improvement.

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Personal development and wellbeing Expected standard

Leaders have established a broad, thoughtful and increasingly cohesive programme that supports pupils to develop personally as well as academically. This work is underpinned by a clear understanding of pupils’ needs and is strengthened by a holistic approach to development and strong pastoral care.

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Personal development and wellbeing Expected standard

Initiatives such as Mindful Monday, Talk Tuesday, Wellbeing Wednesday, Thrifty Thursday and Fact Friday provide a structured and meaningful framework through which pupils develop confidence, resilience and self-awareness. These experiences support pupils in reflecting on their own well-being, understanding others, and engaging positively with the world around them. The school’s programme effectively supports pupils’ social, moral, spiritual and cultural development. Pupils learn about relationships, respect and difference, and they develop an understanding of fairness and responsibility. They can talk about key concepts such as consent, equality and online safety, and relate these to real-life situations. Through this, pupils develop their understanding of fundamental British values and how these apply in everyday life.

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Personal development and wellbeing Expected standard

Pupils are supported well through consistent pastoral care. Staff know pupils well and provide guidance that helps them to manage emotions, build relationships and engage in school life. The school’s inclusive approach ensures that pupils with complex needs are supported to take part in a range of experiences, including trips and activities that broaden their interests and confidence.

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Personal development and wellbeing Expected standard

Leaders also place importance on preparing pupils for adulthood. Pupils are supported in developing independence, confidence, and the skills they need for life beyond school, including readiness for further education, employment, and participation in society. Where appropriate, pupils receive careers information and guidance that supports their next steps.

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Personal development and wellbeing Expected standard

However, this work is not yet fully consistent. The personal, social, health and economic education and relationships and sex education curriculum is not always delivered with sufficient consistency or depth. Systems for checking what pupils know and remember are still developing. As a result, pupils’ understanding, while secure in some areas, is not yet built systematically over time.

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Personal development and wellbeing Expected standard

Overall, pupils benefit from a supportive, inclusive and increasingly well-structured approach that helps them to grow in confidence and prepare for their future.

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

Pupils at Castlewood are surrounded by something increasingly evident; hope. It can be seen in the way they are welcomed each morning, where the start of the day is calm and flexible, allowing pupils time to settle, read or speak with trusted adults before learning begins. Adults show patience and determination, and pupils are cared for with sincerity and purpose. They come to understand that this is a place where they matter and where their future is something to look towards with growing confidence.

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

Pupils come to feel that they belong. Strong, trusting relationships shape their experience of school. Adults take time to listen and respond with care and consistency. When pupils struggle, particularly at key times of the day, they are supported with calm reassurance that helps them to settle and re ‑ engage in learning. When they succeed, even in small ways, these moments are recognised and built upon. Over time, pupils begin to rebuild belief in themselves as learners.

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

Pupils engage in learning with increasing confidence. They talk about what they are learning and show pride in what they can do. Many describe learning to read, sometimes after long periods of difficulty, and how this helps them feel more confident in lessons. In many subjects, pupils recall what they have learned and see how it helps them move forward. Their achievements are often hard-won and meaningful. Pupils learn how to understand and respect others. They speak thoughtfully about difference, fairness and relationships, including how to stay safe and understand consent. These ideas are reflected in daily interactions and in the way pupils support one another. Pupils feel safe. They know adults will listen and act if something is wrong. Behaviour is generally calm. Pupils recognise that behaviour is not always perfect, but they see that staff help them to return to learning.

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

For many pupils, this school represents a fresh start. They talk about feeling more confident and more positive about their future. This is a school where pupils are learning to achieve, to belong and to hope.

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Next steps

Leaders should strengthen the use of assessment so that teachers routinely use information about what pupils know and can do to adapt learning in the moment, ensuring that gaps are identified and addressed quickly across all subjects Leaders should continue to improve attendance, particularly for those pupils who find it most difficult to attend regularly, so that all pupils benefit fully from the curriculum and wider opportunities the school provides Leaders should secure greater consistency in the delivery of the PSHE and relationships and sex education curriculum, so that all pupils develop secure and detailed knowledge over time

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About this inspection

This school is part of the Manor Hall Academy Trust, which means that responsibility for governance and oversight is shared between school leaders and those within the trust. The trust is run by the chief executive officer Philip Harrison, and overseen by a board of trustees, chaired by John Fitchett.

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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 the renewed inspection framework, inspections are led by His Majesty’s Inspectors or by Ofsted Inspectors who have previously served as His Majesty’s Inspectors. The lead inspector was a His Majesty’s Inspector, supported by additional inspectors.

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About this inspection

Inspectors spoke with senior leaders, including those responsible for safeguarding, inclusion, curriculum, attendance and behaviour. They met with staff at different stages of their careers, those responsible for governance and representatives from the trust and the local authority.

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About this inspection

Inspectors gathered evidence by observing learning across a range of subjects and classes, often alongside leaders. They looked at pupils’ work and spoke with pupils about their learning and experiences of the school. Inspectors also considered a range of

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Team inspectors:

Ahson Mohammed, Ofsted Inspector Steph Withington, 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?

documentation, including information relating to safeguarding, behaviour, attendance, and the curriculum, as well as leaders’ self ‑ evaluation and improvement planning.

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What does this mean?

Inspectors considered parents' views through discussions and survey responses. They also took into account the views of staff and pupils gathered during the inspection.

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What does this mean?

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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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school is a specialist setting for pupils with a range of social, emotional and mental health needs. All pupils have an education, health and care plan. Many pupils join the school following disruption to their education, including exclusion or extended periods out of school. Some pupils have additional special educational needs, including communication and learning needs.

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What does this mean?

The school makes use of one unregistered alternative provision.

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What does this mean?

Joanne Roberts: Headteacher 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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