Three Ways School

Three Ways School

Address: 180 Frome Road, Odd Down, Bath, Avon, BA2 5RF Unique reference number (URN): 140079

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

Inclusion Exceptional

Leaders and staff have a relentless focus on identifying and addressing barriers to learning so that every pupil can succeed. Many pupils have multiple needs spanning health and social care, and they are often from vulnerable family backgrounds. Pupils' needs are placed firmly at the heart of every decision. Leaders understand the needs of disadvantaged pupils exceptionally well and are highly ambitious for each of them. The school uses pupil premium funding to ensure that disadvantaged pupils can access and engage with learning and wellbeing provision with notable impact. Leaders draw on a wide range of internal expertise and external partnerships across health, social care and the wider local area to overcome barriers to learning and/or wellbeing.

p.2

Inclusion Exceptional

Specialist staff work seamlessly with the school's dedicated teaching team to ensure each pupil receives the right support. Learning targets are drawn directly from pupils' education, health and care plans and developed in collaboration with therapists, other agencies and parents. Staff regularly provide feedback on pupils’ progress towards their individual goals, which is woven into termly reports and assessments, creating a thorough and transparent record of progress and achievement.

p.2

Inclusion Exceptional

Decisions around the use of alternative provision are made in pupils' best interests. Leaders have built, sustained and shared a model of inclusion that influences and extends beyond the school, setting the standard against which other schools benchmark their own practice.

p.2

Achievement Strong standard

Leaders know that success looks different for every pupil. Every step forward, however small, is recognised as a meaningful achievement and carefully mapped out within each pupil's personalised learning plan. Many pupils, including those who are disadvantaged or have significant, multiple needs, achieve remarkably well from their individual starting points. Throughout the year, pupils consistently meet the learning targets set for them.

p.2

Achievement Strong standard

Across the school, pupils are proud of their work and the progress they make. For example, in science, pupils confidently discuss their learning, whether exploring chemical reactions and colour changes, investigating light and dark, or creating models and describing their colour and texture. Pupils develop essential life skills through real-world experiences, from community visits to wider opportunities beyond school. Older pupils gain qualifications tailored to their individual needs and aspirations, ensuring they are well prepared for their next steps in further education, training or work.

p.2

Attendance and behaviour Strong standard

A large proportion of pupils have significant medical needs that impact on their attendance. Leaders factor this into their understanding, working sensitively with families while maintaining high expectations. This ethos is reflected in pupils overcoming significant health challenges to engage with school and achieve. Leaders demonstrate a determined and creative commitment to removing barriers to attendance and ensuring every pupil accesses education in a way that meets their needs. Attendance is carefully tracked and families are kept well informed, which helps pupils attend regularly. There are clear processes in place to identify concerns early and respond through a staged, balanced approach that is both supportive and appropriately challenging.

p.3

Attendance and behaviour Strong standard

The school has a calm, nurturing atmosphere underpinned by strong, respectful relationships between pupils and staff. Staff demonstrate consistent patience and kindness. Pupils respond positively, try hard in lessons, behave respectfully and enjoy coming to school. They speak warmly about their friendships and the support they receive from staff. Classroom environments are carefully structured to aid pupils to manage their behaviour and emotions. Staff show high vigilance and skill in managing individual needs. This extends to breaktime, where enthusiastic staff enable all pupils to access outdoor play and equipment confidently. A sense of fun and enjoyment ripples throughout the playground at social times.

p.3

Early years Strong standard

The early years setting is a clear strength of the school, characterised by high-quality interactions and a genuine team approach to teaching and learning. Staff are highly skilled at choosing the most appropriate teaching strategies, providing specialised support to meet children's wide range of needs. Underpinning this, leaders' high expectations drive children to excel, whatever their starting points. This gives every child the best possible start to school.

p.3

Early years Strong standard

The early years curriculum is highly individualised and designed around the specific needs of each pupil. ‘Discovery time’ provides a structured time for sensory activities, during which children work to achieve individual therapy targets. Many children are non-verbal, yet they thrive through rhymes and songs, building vocabulary and social and emotional development. Children make notable progress as soon as they join the school. Those who arrive with very few words develop the ability to communicate in short phrases through story sharing. The school is ambitious that all children, including those with the highest levels of medical, physical and communication needs, learn to read. For the very few children starting school who are ready to learn to read, appropriate phonics programmes are taught by fully trained staff. As a result, these pupils learn to read successfully.

p.3

Early years Strong standard

Leaders ensure that parents and carers are fully engaged in supporting their children’s education. Families and professionals praise the school’s inclusive approach and care.

p.3

Leadership and governance Strong standard

Leaders at all levels hold a relentless determination that ensures there is no limit to what can be achieved, despite the considerable challenges many pupils bring with them to school. The culture is collaborative, inclusive and rooted in respect. Every decision is made with pupils' best interests in mind. Parents and carers hold the school in high regard and speak positively about 'Three Ways’ life-changing impact on their children, helping them develop skills that will support them in the wider community and beyond the school.

p.4

Leadership and governance Strong standard

Staff report a strong sense of belonging, including those new to teaching. Staff feel appreciated in their roles, with workload and wellbeing considered carefully and openly. Leaders ensure that all staff have the training and expertise they need to provide the excellent care and provision on offer. In turn, staff provide an extensive amount of valuable advice and guidance to the wider education community.

p.4

Leadership and governance Strong standard

Through their outreach work, the school consistently plays a leading role, both locally and nationally, in meeting the needs of pupils with complex needs. Leaders and staff extensively support providers, pupils and families through their meaningful work, sharing considerable expertise and offering a wealth of professional development.

p.4

Leadership and governance Strong standard

Trustees offer highly effective support and challenge to the school and have a secure understanding of their statutory responsibilities. They share the school’s vision of ensuring pupils are ready to learn, kind to others and brave enough to try their best.

p.4

Personal development and wellbeing Strong standard

Pupils benefit from a rich and varied personal development programme. It blends curriculum content, life skills and personal development goals. The personal, social, health and economic curriculum starts in the early years and continues to key stage 5. Mapped across all curriculum pathways, it provides pupils with opportunities to reflect on how to stay safe and happy in school and the wider world. Relationships education is delivered in close partnership with parents to ensure consistent language and expectations between home and school. Pupils speak confidently and articulately about puberty, consent, personal boundaries and relationships.

p.4

Personal development and wellbeing Strong standard

Pastoral support is a significant strength in the school. Alongside the curriculum, pupils benefit from research-informed interventions that meet their individual social and emotional needs. Skilled staff teach pupils to recognise and manage their emotions.

p.4

Personal development and wellbeing Strong standard

Pupils can name and discuss a range of world religions and reflect on visits to places of worship, demonstrating an understanding that people have different beliefs, backgrounds and ways of life. Through their actions, pupils develop a meaningful understanding of fundamental British values such as democracy, with some even presenting to the West of England Mayor. Pupils enjoy an extensive programme of enrichment and extra-curricular activities, from performances at Bath Abbey and Bath Forum to horse riding and visits to local attractions and the canal. These opportunities develop pupils' character and wellbeing and broaden their horizons. External visitors, including a pilot, personal trainer, apprentices and local college representatives, further raise pupils' aspirations.

p.4

Expected standard

Careers education is grounded in pupil advocacy. Every pupil in key stages 4 and 5 completes annual work experience, with opportunities including mock interviews, curriculum vitae preparation and presentations using communication devices. Preparation for adulthood is actively developed, with some pupils managing bank accounts and cards and tracking their own spending. Enterprise activities, such as the Christmas fayre, pop-up shops and a budgeted gardening competition, allow pupils to practise budgeting skills.

p.5

Post 16 provision Strong standard

Leaders have a thorough understanding of the quality and suitability of the post-16 provision. The programme of study offers a clear and well-structured curriculum across 3 pathways: formal, semi-formal and pre-formal, each tailored to students’ individual needs and rooted in targets drawn from their education, health and care plans.

p.5

Post 16 provision Strong standard

The curriculum in each pathway is very well taught. Students are skilfully supported to draw on their prior knowledge to learn more and remember more. The post-16 environment is rich with real-world, purposeful experiences that meaningfully support preparation for adulthood. A dedicated ‘flat’ serves as both a social space and a vehicle for developing students' independent living skills, supporting accreditation in independent living. Building life skills, including shopping or using different modes of transport, is an important aspect of this work. Students also complete Duke of Edinburgh Awards, undertake work experience, volunteer and use a polytunnel to learn gardening skills.

p.5

Post 16 provision Strong standard

Students benefit from comprehensive careers education, information and guidance. Staff work with students very well to explore possible career pathways. This work includes aspirational college and training opportunities. Students have the information that they need to make well-considered decisions about their next steps.

p.5

Post 16 provision Strong standard

Students' outcomes are consistently strong, with high achievement rates across qualifications. Students leave well prepared for employment, further education and independent or supported living.

p.5

Curriculum and teaching Expected standard

Leaders demonstrate a thorough understanding of teaching and how pupils learn. The ambitious curriculum is structured around 3 pathways that allow staff to deliver provision that is precisely tailored to pupils' needs. It spans the earliest stages of sensory exploration through to accreditations and qualifications that prepare pupils for life beyond school. The different pathways meet pupils' sensory and communication needs well. Therapy is woven into everyday activities. This gives pupils meaningful opportunities to develop. Practical sessions are a vehicle for broader development, such as speech and language, in which pupils engage and make progress.

p.5

Curriculum and teaching Expected standard

Typically, the curriculum is taught well. Learning is accurately planned to meet the specific needs of pupils with special educational needs and/or disabilities. Teachers skilfully use a variety of activities and approaches to best meet these needs. For example, they use a range of sensory techniques and technologies to assist learning for pupils who have physical disabilities. While the delivery of learning is clear, sometimes staff do not check pupils' understanding or prior knowledge routinely. As a result, a small number of pupils do not always build on their learning across the curriculum as effectively as they could.

p.5

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

Pupils thrive in an inspiring and compassionate learning community that ensures access to achievement for all. Relationships between pupils and staff are highly positive in this warm and compassionate setting. From early years to sixth form, leaders and staff share a strong focus on preparing pupils for adult life.

p.6

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

All pupils have an education, health and care plan. Some pupils have physical disabilities and others have learning difficulties. Pupils arrive at school each morning excited for the day ahead. As staff greet them from their transport, smiles reflect pupils’ happiness and enthusiasm. This warmth pervades the school. Pupils attend well and flourish in the safe and caring environment they genuinely enjoy.

p.6

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

Pupils understand and live up to the 3 school values of ‘Be ready, be respectful and be brave’. Across the school, pupils behave very well. This is because their individual needs are very well understood and met. Bullying is rare. Pupils say it never happens and know trusted adults would sort it out if it did.

p.6

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

Developing pupils' communication is central to the school's approach. Every form is valued, from signs and symbols to gestures, touch and language. Pupils receive skilled support to express their needs and wishes. No opportunity to communicate is missed, and no limits are placed on what pupils can achieve. As a result, pupils are highly engaged and make strong progress from their starting points.

p.6

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

An extensive range of trips and activities, including residential experiences and the school choir and orchestra performing at Bath Abbey, supports pupils to develop essential communication and social interaction skills. Partnerships with local football and rugby clubs who run after-school activities nurture pupils’ interests and support their physical development. Students in the sixth form further strengthen their communication skills through their work in the school café, ‘3 Café’, which is based at school and serves the local community.

p.6

Next steps

Leaders should ensure that teaching consistently builds on what pupils already know so that all pupils develop their knowledge securely over time.

p.6

Lead inspector:

Gavin Summerfield, His Majesty's Inspector

p.7

Team inspectors:

Teresa Hill, Ofsted Inspector Tonwen Empson, Ofsted Inspector

p.7

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

About this inspection

Three Ways School is a single academy trust school. The trust is overseen by a board of trustees, chaired by Claire Richards.

p.7

About this inspection

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

p.7

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.7

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.7

About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, senior leaders, curriculum leaders and a range of teaching and non-teaching staff. Inspectors also met with the chair of the trust board and other members of this group. Inspectors talked to pupils in lessons, at social times and in more formal meetings.

p.7

About this inspection

The inspectors confirmed the following information about the school:

p.7

About this inspection

Three Ways is a generic special school. All pupils attending the school have an education, health and care (EHC) plan for a range of special educational needs and/or disabilities. This includes a large number of pupils with EHC plans for profound, severe or moderate learning difficulties.

p.7

About this inspection

The school makes use of 2 alternative provisions, which are unregistered.

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.8

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.9

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

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.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.10

Persistent absence

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

p.10

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.11

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.11

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.11

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.11

Urgent improvement

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

p.11

Urgent improvement

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

p.11