High Grange School

High Grange School

Address: Hospital Lane, Mickleover, Derbyshire, DE3 0DR Unique reference number (URN): 136954

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Strong standard

Over time and from a broad range of starting points, pupils progress and achieve very well. This is reflected in the school's success in securing qualifications and accreditations for its pupils and the highly effective work in promoting pupils' personal development. As a result, pupils are very well prepared for their next steps.

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Achievement Strong standard

The school tracks pupils' achievement closely and regularly. Where any pupil begins to fall behind, individual plans are adapted swiftly to provide the support needed to help them get back on track.

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Achievement Strong standard

In the vast majority of cases, pupils have an impressive recall of what they have learned. Over time, they develop a secure knowledge of the curriculum and can apply their learning confidently in new contexts.

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Achievement Strong standard

Pupils build their knowledge and skills and their social competences, effectively over time. They are increasingly able to make connections between different areas of learning and draw upon prior knowledge to deepen their understanding. Consequently, they are well equipped for further education, employment and life beyond school.

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Attendance and behaviour Strong standard

The school is highly effective in ensuring that pupils are happy and feel confident about attending school. As a result, rates of attendance are positive. The school has robust systems in place to evaluate attendance over time. Leaders meticulously track attendance and analyse trends and patterns, using this information to put appropriate support in place. Pupils and their parents and carers have a strong voice in this process, and their views are fully taken into account. The proportion of pupils who are persistently absent from school is lower than that typically seen in mainstream, state-funded schools.

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Attendance and behaviour Strong standard

Starting before pupils arrive at the school, leaders ensure that pupils' needs are fully understood and catered for. The school's detailed pupil assessment process sets out the barriers that pupils face, the support that will be put in place to help them, and how staff respond in the event of a pupil feeling anxious and overwhelmed. Over time, this work has a highly positive impact. Typically, pupils' behaviour around the school is highly positive. They are courteous, polite and have strong working relationships with staff. They demonstrate enthusiastic attitudes towards learning.

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Attendance and behaviour Strong standard

As with attendance, behaviour is tracked and evaluated closely. The school's behaviour team quickly implements strategies where needs are identified and carefully evaluates the impact that these interventions have.

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Attendance and behaviour Strong standard

Over recent years, the number of serious behavioural incidents has reduced significantly. Suspensions are used appropriately but infrequently. Where behavioural concerns arise, leaders work closely with pupils, families and relevant professionals to identify and address underlying needs. Staff consistently apply the school's behaviour policy. They are skilled at providing the right support when pupils experience difficulties. Through strong relationships, clear expectations and effective intervention, staff help pupils to regulate their emotions, make positive choices and engage successfully in learning. As a result, pupils feel safe, supported and understood.

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Inclusion Strong standard

The school has expertise in autism. It supports all pupils, who come with a wide range of starting points, to thrive. The school uses a broad range of information to ensure that it has a meticulous understanding of each pupil's needs. The personalised plans that are put in place are expertly devised. Academic staff work closely with multidisciplinary team experts to plan the steps of progress that pupils are expected to make. These are set out in ‘My ACE’ targets covering the development of pupils adaptive thinking, communication skills, and their emotional wellbeing. These are reviewed regularly to ensure that they continue to provide effective support.

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Inclusion Strong standard

Pupils benefit from expert help and support from a broad range of specialists. These include speech and language therapists, occupational therapists, psychologists, psychotherapists and counsellors. There is a seamless connection between therapeutic support and academic study. Alternative provision is used effectively.

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Inclusion Strong standard

Expert staff training is regular, robust and collaborative. As a result, staff have a secure understanding of how to adapt teaching to meet the needs of pupils. Staff are experts in supporting pupils who may have experienced trauma in the past.

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Inclusion Strong standard

The school is highly inclusive. All pupils are valued and supported to participate fully in school life. Leaders and staff work tirelessly to remove barriers to learning and ensure that pupils feel safe, respected and understood. As a result, pupils develop confidence, resilience and a strong sense of belonging.

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Leadership and governance Strong standard

Leaders have a meticulous understanding of the school. They have precise knowledge of what is working well and where further improvements can be secured. They have ensured that the independent school standards continue to be met over time. Leadership responsibilities are well distributed and managed. There is a clear understanding of everyone's roles and responsibilities. At the heart of this is a well-established ambition for the school community to develop, grow, achieve and enjoy. This ambition is evident in the day-to-day operation of the school. Every decision is rooted firmly in the best interests of pupils.

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Leadership and governance Strong standard

The work of the proprietor body is well organised and systematic. It provides an appropriate balance of challenge and support, helping to ensure that the quality of provision remains consistently high. The proprietor has a clear and ambitious vision for the future of the school.

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Leadership and governance Strong standard

Leaders have implemented many successful strategies to ensure that staff workload and wellbeing are prioritised. As a result staff, including those who are early in their teaching career, are proud to work at the school and feel well supported in their roles. They benefit from a well-organised and systematic approach to professional learning both within and beyond the school.

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Leadership and governance Strong standard

Leaders routinely seek the views of pupils, parents and carers, and staff. They take decisive action in response to what they find out. As a result, the overwhelming majority of the school community holds the school in high regard. They are right to do so.

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Personal development and wellbeing Strong standard

The school provides a rich and well-considered personal development programme that is carefully tailored to the needs of its pupils. Well-planned personal, social, health and economic (PSHE) education and relationships and sex education (RSE) curriculums ensure that pupils acquire the knowledge they need at the right time in their development. This helps pupils to develop socially, morally, spiritually and culturally. Leaders carefully check what pupils know and can do, adapting provision where needed. Pupils develop a secure and detailed knowledge of the curriculum, including fundamental British values. They understand how to stay safe, both on and offline. As a result, they are prepared very well for life beyond the school.

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Personal development and wellbeing Strong standard

The school's ‘ACE’ ethos is central to its work. It provides a laser-like focus on supporting pupils’ adaptive thinking, communication and emotional well-being. Pupils develop increasing independence over time. Pupils learn to understand their autism and how to manage a range of situations. Individual ‘My ACE’ targets are closely aligned to pupils' education, health and care plans and the school’s ‘ACE’ ethos.

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Personal development and wellbeing Strong standard

Pupils benefit from an extensive range of wider experiences. Sporting competitions, community projects, performances and visits help them to develop their interests, talents and confidence. The school’s clubs including ‘dungeons and dragons’, pride club, debating and computing clubs are well-attended. The school ensures that everyone can access these opportunities. The school's extensive facilities, including multi-use games area, a swimming pool and impressive sports hall, support this well. Pupils look forward to the termly events, including the winter showcase, the spring talent show and the summer fayre. They relish the events and tournaments that they host and participate alongside pupils from a wide range of other schools.

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Personal development and wellbeing Strong standard

Pupils make a highly positive contribution to school life. Through the school council and mentoring roles, they learn that their views matter and that they can influence decisions. Older pupils undertake voluntary work to help and support younger pupils. They are positive role models.

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Personal development and wellbeing Strong standard

A well-planned careers education programme helps pupils understand the pathways available to them and the steps needed to achieve their aspirations.

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Personal development and wellbeing Strong standard

High-quality pastoral and expert therapeutic support further strengthens pupils' personal development. As a result, pupils develop resilience, self-confidence and the skills needed to become active and responsible members of society.

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Post-16 provision Strong standard

Leaders have established a clear and ambitious post-16 provision that prepares students well for adulthood. The curriculum is carefully aligned to the schools 'ACE' ethos and a robust programme to prepare them for adulthood.

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Post-16 provision Strong standard

Students follow highly personalised pathways that reflect their interests, strengths, aspirations and needs. Academic and vocational learning are combined effectively. There continues to be a strong emphasis on communication, emotional well-being and independence. Teaching is very effective and staff understand when to provide support and when to promote greater self-reliance. Consequently, students grow in confidence and become increasingly independent over time.

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Post-16 provision Strong standard

Students work towards and achieve an extensive range of appropriate qualifications and accreditations, including in English and mathematics. They are prepared well for the challenges of examinations. Careers education is woven throughout the curriculum. Students benefit from work-related learning, transition planning and opportunities to explore future pathways. Students understand the choices available to them and feel well supported to make informed decisions about their futures.

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Post-16 provision Strong standard

Leaders track how well pupils get on after they leave the school recording their successes and progress over time. An impressive proportion of pupils go on to meaningful employment, education or training. The school continues to support the small proportion who do not.

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Post-16 provision Strong standard

Initiatives, including enhanced employer engagement activities and ‘insight days’, strengthen students' understanding of the world of work.

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Curriculum and teaching Expected standard

Across all subjects, the school's curriculum is well planned and sequenced. It makes clear what pupils should typically know at each stage of their education. The school carefully assesses pupils' starting points and uses the curriculum to create bespoke programmes of learning. Leaders check carefully and regularly on how well pupils are achieving. The school is swift to identify where pupils are not making the progress that they should. It intervenes quickly, putting in place the support needed to address any areas of concern. The school's `super curriculum' enables pupils to learn beyond the classroom and explore subjects that interest them in greater depth.

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Curriculum and teaching Expected standard

Teachers are typically skilled at delivering the planned curriculum effectively. As a result, pupils are highly motivated and achieve well.

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Curriculum and teaching Expected standard

Leaders regularly and rigorously check the quality of the curriculum and its implementation. Where areas for improvement are identified, they are addressed quickly and effectively. There are some minor inconsistencies in how well the most important foundations for reading and writing are identified and addressed. The school is now refining and developing its curriculum for reading and writing. The school does not have a consistent approach to supporting pupils in forming letters correctly and fluently as quickly as they could. The same goes for the teaching of phonics for pupils who are at the earliest stages of learning to read. Despite this, pupils catch up over time to achieve very well.

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

As per the school's ethos and approach, pupils are consistently taught and supported to be adaptable in their thinking, develop their communication skills and secure their emotional wellbeing (ACE). The school does this well. As a result, the barriers that pupils face to their learning and/or wellbeing are systematically addressed over time. Pupils are thoroughly prepared for life beyond the school. They develop the skills and knowledge needed to understand what autism is, what this means for them and to become active members of society that make a positive contribution.

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

The school's detailed knowledge and understanding of pupils' needs lead to highly positive behaviour in and around the school. Education staff and experts from the extensive multidisciplinary team work seamlessly together to ensure that pupils receive the academic and specialist support that they need. As a result, pupils enjoy their time in school, attend regularly and have highly positive relationships with adults. They thrive within the caring and supportive ethos that leaders have created. Pupils are kept safe and feel safe. Bullying is rare and is dealt with robustly should it occur.

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

Pupils develop resilience and are supported to find their voice. They are encouraged to, and are eager to, make a positive contribution to their school community. They are quick to highlight to leaders when they believe their views have not been considered on important decisions that affect them. Pupils develop their interests, talents and confidence through an extensive and inclusive enrichment offer. Pupils attend a wide range of clubs, events, competitions and community experiences, which contributes strongly to their personal development.

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

Over time, pupils achieve highly. The school has a strong track record of supporting pupils to gain qualifications and accreditations. Academically, the school performs very well. School records show that the overwhelming majority of pupils are meaningfully engaged in education, employment or training when they leave school. Leaders track this over time to ensure that former pupils continue to thrive.

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Next steps

The school should continue to develop its curriculum for early reading and writing, including for phonics and handwriting, so that gaps in pupils’ essential knowledge are consistently identified and addressed quickly at an early stage.

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Independent school standards

Independent school standards are either met or not met for each category.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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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 HMIs.

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About this inspection

As part of the inspection, inspectors considered concerns raised with the Department for Education relating to pupils’ welfare and provision for pupils with SEND.

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About this inspection

Inspectors spoke with the principal, headteacher, assistant headteachers, senior leaders, groups of staff and pupils and representatives of the proprietor body, including the chair.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school caters for pupils with a diagnosis of autism spectrum disorder. Some pupils also have social, emotional and mental health needs and moderate learning difficulties. All pupils have education, health and care plans.

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About this inspection

The school uses one registered and three unregistered alternative provisions.

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About this inspection

Since the school's last standard inspection the school’s premises have been increased. A new building houses the school’ multidisciplinary team. A new building to house the sixth form provision is at the early stages of being built. There have been some changes to staff but the same senior leaders remain in post.

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About this inspection

The proprietor is Rushcliffe Specialist Schools (Mickleover) Limited. The chair of the proprietor body is Surjit Rai.

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About this inspection

The fees currently charged are: £86,292 to £121,284

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About this inspection

The school’s email address is: office@highgrangeschool.co.uk

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About this inspection

1. Quality of education provided Standards met

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About this inspection

All standards have been met. 2. Spiritual, moral, social and cultural development of pupils Standards met

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

4. Suitability of staff, supply staff, and proprietors Standards met

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools Standards met

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Team inspectors:

Julie Sheppard, Ofsted Inspector Donna Chambers, His Majesty's Inspector

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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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.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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