Warren Wood - A Specialist Academy

Warren Wood - A Specialist Academy

Address: Middlefield Lane , Gainsborough , Lincolnshire, DN21 1PU Unique reference number (URN): 142168

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 Strong standard

Attendance is a clear and well ‑ established priority for leaders. They understand the medical, emotional and social factors that can affect pupils’ attendance. Leaders analyse attendance patterns closely and systematically. They work persistently with families, health and other professionals to reduce barriers. Attendance is securely above the national average for comparable settings and has improved for pupils who have previously experienced persistent absence. Leaders use supportive strategies, including carefully planned part ‑ time timetables with clear review points, to secure sustained improvements for individual pupils.

p.2

Attendance and behaviour Strong standard

Pupils' behaviour and their attitudes to learning are positive and reflect a calm, orderly and highly supportive, relational environment. Staff establish clear routines and communicate high expectations in ways that pupils understand. Pupils are taught to recognise, name and understand their emotions through daily routines, visual supports and staff guidance. This helps pupils develop trust, emotional awareness and the skills they need to regulate their behaviour over time. When difficulties arise, approaches are adapted sensitively so that pupils can calm themselves, recover and re ‑ engage with learning. Incidents of bullying or discriminatory behaviour are rare and managed promptly and effectively. Relationships between pupils and staff are warm and respectful. As a result, pupils feel safe and valued and can thrive in school.

p.2

Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that is adapted specifically to support pupils with a wide range of starting points and complex needs. Clear, well-developed pathways enable pupils to access a broad curriculum. Learning is sequenced precisely to secure pupils' knowledge and skills over time. Leaders prioritise communication, language, reading, writing and mathematics so that pupils are well prepared for future learning.

p.2

Curriculum and teaching Strong standard

Teaching is consistently aligned with leaders’ curriculum intentions. Staff have a secure understanding of what pupils need to learn and why. They present learning clearly, check pupils’ understanding closely and adapt teaching when needed. Additional adults are deployed effectively to support pupils’ independence. Assessment is used proportionately and purposefully to inform teaching and to identify gaps in learning.

p.2

Curriculum and teaching Strong standard

Reading and communication are central to the curriculum. Pupils follow carefully sequenced programmes that reflect readiness rather than age, with targeted support when required. Leaders train staff so that they can implement the curriculum effectively. Leaders routinely evaluate the quality of curriculum implementation through professional dialogue, learning walks and scrutiny of pupils’ work, and act on their findings.

p.2

Curriculum and teaching Strong standard

Adaptations for disadvantaged pupils and those with complex needs are well considered and typically remove barriers without lowering ambition. As a result, teaching and the curriculum are consistently well matched to pupils’ needs and support secure learning over time.

p.2

Early years Strong standard

Leaders place a strong emphasis on the early years and have a clear and ambitious vision for giving children the best possible start to their education. They have an accurate understanding of the provision’s strengths and priorities, which informs effective improvement actions. The early years curriculum is designed very carefully to meet children’s developmental stages, with a strong focus on communication, language and emotional security. Clear routines and consistent approaches help children feel safe and confident in their learning environment.

p.3

Early years Strong standard

Staff provide high ‑ quality interactions, modelling language and supporting children to express their ideas, needs and feelings. Teaching is purposeful in both planned and child ‑ initiated activities. Staff help children to sustain attention, manage transitions and develop early learning behaviours. These include sharing, turn ‑ taking and independence. All 7 areas of learning are covered, with particularly strong practice in communication and personal development.

p.3

Early years Strong standard

Assessment is used proportionately to identify next steps and adapt provision. Leaders ensure that staff are well trained and supported to meet children’s complex needs. Parents and carers are closely involved, with regular communication and guidance helping to promote consistency between home and school. This includes sharing strategies to support communication, routines and emotional development beyond the classroom.

p.3

Early years Strong standard

Children make strong progress from low starting points. They become increasingly confident communicators, display growing independence, and develop their curiosity. As a result, children are well prepared for the transition to key stage 1.

p.3

Inclusion Strong standard

Pupils benefit from a consistently inclusive culture in which their individual needs are understood and met very well. Leaders and staff are highly attentive to the barriers that many pupils face. They identify pupils’ needs quickly and accurately, including those of disadvantaged pupils and pupils who are known to social care. A well-embedded graduated approach ensures that assessment leads directly to carefully planned, reviewed and adapted support that reduces barriers to learning and wellbeing.

p.3

Inclusion Strong standard

Staff know pupils extremely well and implement agreed strategies with confidence and consistency. Adaptations to teaching, routines and the environment are aligned closely with pupils’ individual plans and form part of daily practice across the school. Staff anticipate pupils’ physical, medical and communication needs so that pupils can settle quickly, take part fully and access learning alongside their peers. As a result, pupils feel included and ready to learn.

p.3

Inclusion Strong standard

Leaders work closely with parents and carers, and external professionals, to secure appropriate provision and timely support, particularly when pupils’ needs are complex or changing. They use pupils’ and families’ views to review and adapt support so that it remains responsive over time.

p.3

Expected standard

Leaders align additional funding with wider school priorities and monitor its impact carefully. Staff understand and implement agreed strategies consistently. Consequently, disadvantaged pupils can access the full curriculum and wider opportunities.

p.4

Expected standard

Inclusive practice is evident throughout the school. As a result, pupils feel that they belong, participate confidently in school life and are able to achieve well from their starting points.

p.4

Leadership and governance Strong standard

Leadership at Warren Wood is purposeful and informed by a secure understanding of the school’s context. Leaders evaluate their work honestly and use evidence well to prioritise improvement actions that are clearly focused on pupils’ best interests. A shared vision underpins leaders’ work across the school. Leadership is visible, approachable and supportive.

p.4

Leadership and governance Strong standard

Leaders develop and support staff effectively through coaching, training and protected planning time. Leaders give careful consideration to staff wellbeing and workload. Staff report feeling valued and supported. They appreciate how professional learning opportunities help to build confidence, consistency and expertise across teams.

p.4

Leadership and governance Strong standard

Those responsible for governance provide effective oversight. They understand their statutory responsibilities and scrutinise key areas such as safeguarding, attendance, inclusion and the use of additional funding carefully. Governance discussions and records demonstrate informed questioning, clear follow ‑ up and an appropriate balance of support and challenge.

p.4

Leadership and governance Strong standard

Leaders work productively with parents and carers and a wide range of external partners. Parents feel listened to and informed, especially when changes or decisions affect their child’s education and support. Leaders are clear about where further refinement is needed, particularly in strengthening the clarity of data and extending pupils’ experiences. They demonstrate the commitment and reflective practice needed to continue improving provision and pupils' outcomes over time.

p.4

Achievement Expected standard

Pupils generally achieve well from their starting points, including disadvantaged pupils and those known to social care. Leaders define achievement broadly and appropriately, recognising progress in communication, independence and engagement, alongside academic learning. Pupils develop the knowledge and skills they need to access the wider curriculum.

p.4

Achievement Expected standard

Assessment is used carefully to track progress across subjects and curriculum pathways. Pupils’ work shows appropriate gains in knowledge and skills over time. Where published data is available, leaders interpret outcomes carefully, taking account of small cohorts and pupils’ complex needs. For pupils for whom national data is not representative or available, leaders use a range of suitable evidence to evaluate their achievements.

p.4

Achievement Expected standard

Most pupils are prepared well for their next steps, including transitions within school and to future settings. Leaders have an accurate understanding of achievement and continue to refine how progress across different pathways is evaluated and communicated. This is to ensure that pupils' learning over time can be demonstrated with clarity and consistency.

p.5

Personal development and wellbeing Expected standard

Leaders have established a coherent personal development and wellbeing programme that is adapted to pupils’ developmental stages and individual needs. Through the curriculum and wider experiences, pupils learn about relationships, health, safety and wellbeing. Staff support pupils to develop their understanding of fundamental British values, respect difference and learn about protected characteristics in age ‑ appropriate ways.

p.5

Personal development and wellbeing Expected standard

The programme supports pupils’ social, moral, spiritual and cultural development and is strengthened by a range of planned enrichment. For example, pupils take part in experiences that broaden their horizons and build confidence. These include themed whole ‑ school events and structured programmes that support emotional wellbeing, such as Zippy & Friends. Pupils also benefit from music and sporting opportunities, including specialist teaching in areas such as drumming and guitar. They experience inclusive physical education delivered by external partners. Leaders make thoughtful use of additional funding to ensure that disadvantaged pupils can take part fully, helping pupils to access experiences that may otherwise be limited.

p.5

Personal development and wellbeing Expected standard

Pupil leadership opportunities support pupils to develop confidence and a sense of responsibility. Pupils can explain the purpose of their roles in the school council and eco groups. These experiences enable pupils to share ideas, help make improvements and learn about caring for their environment. In addition, they help pupils practise cooperation, decision ‑ making and becoming an active citizen.

p.5

Personal development and wellbeing Expected standard

Pastoral support is attentive and closely matched to need. Staff know pupils well and work in partnership with families and external professionals to support emotional wellbeing and readiness to learn. Pupils are taught about staying safe, including online, through carefully adapted learning and external workshops that help pupils understand risk in ways to which they can relate.

p.5

Personal development and wellbeing Expected standard

Over time, pupils develop greater confidence, resilience and self ‑ esteem and show pride in their achievements. Leaders recognise that, while the programme has a positive impact, further work is needed to extend pupils’ experiences further and to evaluate participation and impact more precisely.

p.5

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

Pupils are welcomed warmly into school each day by staff who know them very well. Staff understand that many pupils need a calm and familiar start. Mornings are carefully and consistently well organised so that pupils feel safe and settled. Medical, communication and emotional needs are checked routinely and supported promptly, helping pupils to be ready to learn.

p.5

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

Pupils feel safe in school. Some pupils are not able to explain how they feel using words but their behaviour shows that they trust staff. Staff notice small, but important, changes in pupils’ behaviour and respond quickly and calmly. If a pupil becomes distressed or overwhelmed, staff provide reassurance and sensitive support until they feel settled again. Pupils know there is always someone who will help them.

p.6

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

Relationships between staff and pupils are a key strength of the school. Staff are patient, caring and highly skilled. They have a clear understanding of pupils’ individual needs and how best to support them. Staff use a well-chosen range of approaches, including visual symbols, signing, communication aids and carefully modelled speech. This ensures that pupils are consistently listened to and included, even when communication is difficult. Pupils are encouraged to develop independence, and their achievements are appropriately recognised and celebrated.

p.6

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

Pupils benefit from learning which is adapted thoughtfully to meet their needs. They make progress from their starting points and enjoy learning. Pupils show pride in their achievements, which may include learning to communicate a need, developing independence or completing work.

p.6

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

Staff support pupils to manage their behaviour and emotions. Clear and predictable routines help pupils understand what is expected. At breaktimes and lunchtimes, pupils play positively with others, practise social skills and build friendships safely. The school works closely with families to support attendance, recognising that medical needs or anxiety may affect this. Pupils are safe, supported and valued as individuals. As a result, they feel a strong sense of belonging and develop the confidence, communication and independence they need for their next stages of education and life.

p.6

Next steps

Leaders should strengthen how they demonstrate pupils’ progress over time across different curriculum pathways and subjects. This will help leaders analyse more accurately how pupils’ knowledge and understanding increase and how well pupils are prepared for their next steps. Leaders should ensure that enrichment stretches pupils’ interests and talents more consistently, and that any practical barriers do not limit pupils’ participation.

p.6

About this inspection

This school is part of Inspire Connected Communities Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief

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. executive officer, Lea Mason, and overseen by a board of trustees, chaired by David Rhodes.

p.7

What does this mean?

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

p.7

What does this mean?

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.7

What does this mean?

Inspectors spoke with pupils, parents and carers, staff, senior leaders and representatives of the trust and local governing committee, during the inspection.

p.7

What does this mean?

This is a special school for children with complex needs, speech, language and communication difficulties, and autism.

p.7

What does this mean?

The school currently uses no alternative provision.

p.7

What does this mean?

At the time of the inspection, there were 132 pupils on the school's roll.

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.8

What does this mean?

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

p.8

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.9

What does this mean?

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

p.9

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.10

Strong standard

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

p.10

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 . 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.11