Kingswode Hoe School

Kingswode Hoe School

Address: Sussex Road, Colchester, Essex, CO3 3QJ Unique reference number (URN): 144897

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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 Strong standard

Pupils successfully secure their next steps in education or training. This is because they learn the language, skills and behaviour to communicate in a variety of situations. They achieve the qualifications and accreditations they need for the courses and pathways they wish to follow. This includes in the core subjects of English and mathematics. Many undertake GCSE art, craft and design. The school is well equipped for this. Pupils produce high outcomes in a range of mixed media. Pupils retain knowledge of the curriculum. This is because they have multiple opportunities to apply their learning in different situations. For example, pupils spoke knowledgeably about staying safe in the local community and when travelling to and from school.

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Achievement Strong standard

Primary-age pupils with speech, language and communication needs receive effective support. They learn through incremental steps how to communicate. This progresses to formal phonics learning where they experience success with learning to read.

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Attendance and behaviour Strong standard

Leaders explore every option to reduce barriers to pupils' attendance at school. They pre- empt issues before they arise through close liaison with families and external agencies. Leaders communicate clearly their expectations for attendance to parents and carers. This begins from the start when pupils join the school. A well-delivered programme for transition ensures pupils settle quickly into their new setting. They enjoy school and want to attend. Where pupils miss too much school, robust systems help staff to identify and address this readily.

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Attendance and behaviour Strong standard

Staff manage pupils' behaviour effectively. They follow closely the school's agreed approaches. These are child-centred where the focus is upon understanding how pupils think and feel. Staff teach pupils explicitly how to manage their emotions and anxieties. Hence, pupils know the strategies to use when they find situations difficult, such as when they experience change. Social times are joyful occasions. Pupils learn how to play together. They encourage each other to have another go on the many activities on offer. Well-established routines help pupils to feel safe. There is little bullying. Pupils are respectful and know how to be kind.

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Curriculum and teaching Strong standard

Leaders review and refine the curriculum astutely to meet pupils' needs. For instance, leaders increased the time for pupils to learn the basics of communication, reading, writing and mathematics. At the same time, they looked more closely at how to help pupils make connections with their learning across other subjects. These decisions are making a difference to pupils' achievement. Set routines and consistent approaches by staff ensure that pupils know what to expect. Consequently, pupils use resources, such as communication aids and visual prompts, confidently. Staff support well those pupils who are learning to read. They check closely pupils' phonics knowledge so they read books that are matched to their ability. Staff provide more difficulty for pupils at just the right time so they do not feel overwhelmed.

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Curriculum and teaching Strong standard

Staff review continually the steps that pupils make towards their education, health and care plan targets. Effective lines of communication ensure that all staff understand their role in lessons. Alongside teachers, additional staff undertake specialist training. This means they are well informed as to how to reduce pupils' barriers to learning. Their sharp focus on communication and language means that pupils prepare well for their next steps.

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Inclusion Strong standard

There is a highly effective and multi-layered approach to identifying and meeting the varying needs of pupils. Staff consider carefully how they can pre-empt the use of specialist resources so they maximise their effect. For example, they look at the impact of drawing and talking therapy before assigning specialist art therapy. Staff identify precisely what works well and what does not. This informs a targeted approach so they provide the support that pupils need. Leaders are also precise with staff training. The training staff receive for supporting pupils with speech, language and communication needs replicates the work of the speech and language therapist. This means staff can reinforce key approaches that are most impactful for pupils.

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Inclusion Strong standard

Close relationships and effective communication with families and other agencies help staff respond readily to pupils’ changing circumstances. Children in care have high attendance because staff know pupils very well and how to mitigate barriers to learning.

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Inclusion Strong standard

The pupil premium strategy is well understood by staff. They look closely at the impact of interventions on pupils. For example, with females’ self-esteem and confidence with social interactions. Alternative provision is matched closely to pupils' individual needs. Pupils experience considerable success with their placements.

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Leadership and governance Strong standard

Leaders place meeting the needs of pupils at the heart of the school’s provision. They consider carefully how they can make a difference to the lives of the young people they serve. Leaders look closely at what is working well and what is not. They have an insightful understanding of where to place focus, energy and resource. This is because they have the systems and procedures in place to give them pertinent, useful information. Leaders are proactive in seeking further help and resources. They liaise with a range of services and other agencies to get the support that pupils need.

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Leadership and governance Strong standard

Staff are research informed and engage with this thoughtfully. They receive high-quality training that focuses on the range of diverse needs that pupils have. They benefit from close links with other schools in the trust, swapping ideas and practice on how to make curriculum delivery even better. They appreciate the support that leaders give, including with their workload. Staff feel looked after and part of a team.

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Leadership and governance Strong standard

Governors and trustees are highly knowledgeable. They are clear that pupils are at the centre of the school’s work and all they do. This informs their strategic decision-making. There is absolute clarity as to how well the school meets the needs of pupils and what will best serve the pupils in the future. To this end, they are managing adeptly the transition to a new leadership model where more staff will assume duties and leadership roles.

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Personal development and wellbeing Strong standard

The school’s personal development programme is purposeful and highly impactful. Pupils develop the skills they need to lead fulfilling, independent lives. They learn how to communicate and socialise in many different situations. This includes selling the products they create in school to the wider public in the local library. They develop the confidence to speak to visitors about their learning as well as give presentations.

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Personal development and wellbeing Strong standard

Leaders are ambitious for pupils. They move the goals each time to extend pupils’ knowledge and understanding of the world. For example, pupils progress from taking part in a club to leading one for other pupils. Pupils have a range of opportunities where they practise decision-making, such as through school council and eco club. They have a well- developed understanding of how they can make a difference in such roles. Fundraising for Comic Relief, for instance, and what this means for others.

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Personal development and wellbeing Strong standard

Leaders consider carefully the best ways to teach the personal, social, health and economic (PSHE) education curriculum. This is so that pupils know and understand key concepts, such as consent, to form happy and healthy relationships. Pupils have a well-developed understanding of how to stay safe. This includes when they travel independently to school or when online. This is because leaders ensure that they revisit this important topic regularly.

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Personal development and wellbeing Strong standard

Preparation for adulthood is well considered. Pupils with sensory needs are introduced gradually to different tastes and textures. They learn how to cook nutritious meals. Pupils use a range of equipment with confidence as they learn about independent living. Employability skills are interwoven through the curriculum and the subjects that pupils study. Pupils benefit from helpful careers education, information, advice and guidance. They undertake work experience linked to their interests and aspirations. Leaders are in the process of expanding their provision for this. They are providing more opportunities for pupils to be in public-facing roles.

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

Pupils’ camaraderie is a notable feature of this school. Their warm interactions with one another and with staff make school a happy and safe place to be. Pupils learn to communicate with success. This may be learning to greet others or expressing a want. Staff use adeptly a variety of communication aids and visual tools to support pupils. For those pupils who can express themselves more fully, they chat and use humour with people they meet for the first time. This is testament to a well delivered curriculum that serves precisely the needs of pupils. This includes those pupils with a range of needs, such as severe cognitive learning difficulties alongside autism.

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

Pupils progress well. They achieve the small incremental steps to their education, health and care plan targets. Staff readily extend pupils' learning in their lessons and everyday activities. Pupils rise to this challenge. For instance, they persevere in their forest school sessions when whittling wood or creating fire. There are a plethora of opportunities for pupils to nurture their talents and interests. They enjoy cooking food and creating products to sell in the on site café and shop. Pupils are proud of their achievements, such as overcoming diversity to secure the Duke of Edinburgh award. Many lead activities during play or represent others' views, for instance through eco club or school council.

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

The careful and deliberate design of personal development programmes helps pupils develop the skills they need to be emotionally resilient and independent. Hence, pupils behave well. When they feel overly anxious or overwhelmed they have the tools they need to help themselves to reset and start again. Older pupils know and can explain the nature of their needs and why they may act in certain ways. Consequently, they are prepared well for when they leave school to carry on their education or undertake training.

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Next steps

Leaders should continue their plans to enrich and further widen pupils’ work-related opportunities. This is with a view to deepening pupils’ knowledge and understanding of employability skills while also developing their independence. Leaders should ensure that they sustain the quality of leadership as they widen and extend their roles and responsibilities.

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About this inspection

This school is part of Seax 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), Dr Matthew Sambrook, and overseen by a board of trustees, chaired by Dr Sally Lockyer.

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

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About this inspection

Inspectors spoke with the chair of the trust, a representative from the local governing group, the CEO, the headteacher, senior leaders, staff and pupils. An inspector also spoke with representatives from alternative provision.

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About this inspection

This school caters for pupils with moderate and severe learning difficulties. Many also have a diagnosis of autism. All have education, health and care plans.

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About this inspection

The school currently makes use of four unregistered alternative provisions.

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Team inspectors:

Rowena Simmons, Ofsted Inspector Nicola Shadbolt, 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?

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

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 .

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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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