Bettridge School

115821 Unique Reference Number Gloucestershire LEA 279683 Inspection number 5 October 2005 to 5 October 2005 Inspection dates Alan Dobbins RISP Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Warden Hill Road School address Special Type of school Cheltenham Community special School category Gloucestershire GL51 3AT 2 to 19 Age range of pupils 01242 514934 Telephone number Mixed Gender of pupils 01242 584107 Fax number 94 Number on roll Mrs Terry Mullins Chair of governors The governing body Appropriate authority Mrs Mary Saunders Headteacher 17 January 2000 Date of previous inspection

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Inspection number Inspection dates Age group 279683 5 October 2005 - 2 to 19 5 October 2005 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by two additional inspectors.

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Description of the school

This school for pupils with severe, profound and complex learning difficulties is larger than most equivalent schools. It provides regional specialist provision for the North Cotswold area of Gloucestershire, including all of Cheltenham. All pupils have statements of special educational needs. Almost all are from White British backgrounds. The school gained Beacon Status after the last inspection (January 2000) and staff, through outreach and in-service sessions, help support the learning of pupils with learning difficulties in many mainstream schools and other special schools in the region. Plans to expand the school to take 150 pupils were approved by the School’s Adjudicator (March 2005). In May 2005, the county council overturned this judgement. The current situation is uncertain.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Bettridge School, 5 October 2005 to 5 October 2005

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Grade: 1

Bettridge School is an outstanding school, which provides excellent value for money. The leadership and management of the headteacher are excellent. She is fully supported in setting a clear direction for the work of the school by an equivalently good team of senior managers. Collectively, they inspire staff to work to the best of their capabilities and this results in pupils gaining a very high quality of education. Teaching is outstanding. As a result, pupils make excellent progress and achieve extremely well. The curriculum has been expertly developed to prepare pupils for the next stage of their education and for life beyond school. School leaders and governors rightly recognise that the good progress made since the last inspection has helped maintain the very high standards seen then in all the work of the school. The capacity to continue to improve is outstanding.

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What the school should do to improve further

•press ahead with improving the accommodation •operate more refined procedures for checking the work of the school against external criteria.

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Grade: 1

Most children start school in reception with few speech and language skills and many require considerable adult help when eating, toileting and dressing. They gain a very good start to their education because they are taught very well and prepared very well for their work in Year 1. Around three quarters of pupils in Years 1 to 11 fully meet their annual targets. When assessed against the P Scales, those who make most progress move from P Level 4 to National Curriculum Level 2 over Year 6 to Year 11, the range of years to date for which data are kept. Twenty per cent of pupils do exceptionally well by gaining more than one P level a year. All pupils, irrespective of gender, cause or severity of their learning difficulties, do equivalently well against the targets set for them. As a consequence, by the time they leave school, many communicate well in different settings and function independently as young people. Given the severity of their

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Grade: 1

learning difficulties this represents outstanding progress. The school, parents and officers of the local education authority linked to the school agree that this is so. Almost all the Post-16 students join the school in Year 12 from other special schools in the region. The severity of their learning difficulties precludes them from following courses that lead to any form of accreditation. Nevertheless, records show that they make considerable progress towards their targets for learning and benefit greatly from the time they spend at Bettridge. 2 Inspection Report: Bettridge School, 5 October 2005 to 5 October 2005

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Grade: 1

The outstanding relationships between pupils and all adults make pupils feel safe and happy. Pupils trust the staff, know they are friendly and helpful at all times and quickly go to them when they are troubled. As a result, pupils attend regularly, behave very well, enjoy working hard at their learning and make exceptional progress in becoming increasingly mature and independent. The gentle guidance of staff helps pupils realise what is right and wrong and what is acceptable behaviour. They have many opportunities to learn about religions, various beliefs and concepts, such as respect and friendship, as well as the effects of their actions on others. This helps make them socially aware, and they show this by supporting those they see as in greater need. Recently, they took part in the ‘Wear Red’ and ‘Send a Cow to Africa’ days, and during the inspection, sold their artwork to gain money to help children in Africa.

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Grade: 1

A project, that includes staff and pupil exchanges, is continuing a link with other European schools. This provides excellent opportunities for pupils to learn about the cultures that make up the European community. Pupils welcome opportunities to have their voice heard within the community. Last year some Year 11 pupils presented their views on the leisure activities they wished to have available to them as disabled young adults to the councillors and other community leaders at the Town Hall.

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Grade: 1

Teaching and learning are outstanding. The outstanding relationships make pupils confident learners, unafraid of making a mistake and eager to try out new ways of learning and new equipment. Consequently, learning is fun and rewarding and pupils and staff gain great enjoyment from celebrating success. Teachers use information from tracking progress very well in planning lessons that are relevant to each pupil. Tasks are selected to meet their particular learning needs. Consequently, all pupils achieve as well as they can because new skills build on prior learning. In each class, the range of pupils’ learning needs and their capabilities is very wide. Routinely, all staff meet this challenge because they are expert and experienced in using many different approaches and strategies. For example, in one lesson, the specialist approach for teaching autistic children was used exceptionally well in enabling a Year 6 pupil to

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Grade: 1

write sentences about a story that had been read to the whole class. Also, the skills of the staff in using communication strategies such as signs, symbols and pictures help all pupils, irrespective of their limitations with speech and language, make equivalent progress against their targets for learning. 3 Inspection Report: Bettridge School, 5 October 2005 to 5 October 2005 Staff do very well in minimising the difficulties the smallest classrooms impose on what they can teach and how teaching can occur.

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Grade: 1

The curriculum is broad, well balanced and matches very well with pupils’ learning and additional needs. For those in Years 1 to 11, it meets statutory requirements and is exceptionally well planned. It is made relevant to each pupil through their own targets for learning. It is coherent because additional experiences, such as taking part in the intensive interactive sessions and using the sensory room, provide specific help for learning and for personal and social development. Regular experiences of the adult world provide valuable opportunities for helping the older pupils become more independent and self-confident. The curriculum is extended in many ways. Pupils enjoy taking part in the lunchtime clubs and the after school study support club. They swim, play football, cook and dance and use the climbing wall in the local leisure centre. Many return to school during the summer holidays to take part in the activities of the

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Grade: 1

Summer School. There are strong links with their local secondary school, which has specialist art college status. Numerous theatre groups and musicians regularly visit the school and the school sports co-ordinators programme provides experience of games, such as tag rugby, hockey and tennis. The Foundation Stage curriculum includes all the early learning areas and prepares children well for their work in Year 1. The Post-16 curriculum is formed around the individual needs of students. It is working very well in ensuring an increasing quality of life and the continuing development of independence. This is a very inclusive school, which adds an important dimension to promoting the personal and social development of pupils. The inclusion programme is detailed, agreed with parents and ranges from visits to mainstream schools, for example to take part in assemblies or to watch school plays, to visits by individual pupils to take part in

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Grade: 1

lessons. The programme is additionally supported by regular visits to the centre of Cheltenham and to many of the local facilities.

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Grade: 1

Pupils are very well looked after and cared for. Child protection requirements and safety procedures are firmly established and understood by all staff. Statutory requirements are met. Targets for learning and for personal development are precise and kept on computer so that analyses can be easily carried out. Success against targets is quickly recognised, the next target promptly set and the progress for different classes and groups of pupils checked for equivalence. Pupils’ additional needs are catered for very well. The work of the school nurse, a range of therapists and the specialist teachers for pupils with vision and hearing impairments make important contributions to improving pupils’ learning. 4 Inspection Report: Bettridge School, 5 October 2005 to 5 October 2005 Parents and carers feel particularly well informed about their children’s progress. They value the home–school diaries because they provide detailed information on their

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Grade: 1

children’s day, and also because they include information for continuing the work of the school in the home. The school is justifiably proud of its links with the local community, including the well established relationships with many local agencies and groups. For example, in the week prior to the inspection, the Rotary Club donated a substantial amount of money to the school fund.

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Grade: 1

The leadership and management of the headteacher are outstanding. She is committed and accomplished and visible throughout the school. She is an excellent role model who is fully supported by an equally competent team of senior managers. Day-to-day they provide conditions in which staff and pupils consistently do their best because systems and procedures are clear and understood by all and expectations are very high. Embedded deeply within the school’s ethos is the need for continuous self-evaluation as an integral element for sustained improvement. This is a strength of the school. It is reflected in the rigorous procedures for evaluating the work, and also in the way information is used for further development. All staff discharge their duties very effectively. They fully accept the need for regularly updating their skills and knowledge through in-service training. Governance is outstanding. Governors offer wide experience and wisdom to the

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Grade: 1

headteacher and the school, but fully appreciate the need to look critically at the school’s work in order to sustain continued improvement. They know the school very well and recognise the advantage of using external criteria as a reference for judging the work of their school. The local education authority recognises the requirement of developing some of the building so that it meets the standards set by the Department for Education and Science. Inspectors are pleased that these plans are well advanced and agree that governors should continue to pursue this as a priority. 5 Inspection Report: Bettridge School, 5 October 2005 to 5 October 2005 .

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Grade: 1

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Bettridge School, 5 October 2005 to 5 October 2005

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Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Overall effectiveness

1 1 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? 1 1 How well does the school work in partnership with others to promote learners' well-being? NA 1 The quality and standards in foundation stage 1 1 The effectiveness of the school's self-evaluation Yes Yes The capacity to make any necessary improvements Yes Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

1 1 How well do learners achieve? 4 4 The standards 1 reached by learners

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Achievement and standards

1 1 How well learners make progress, taking account of any significant variations between groups of learners 1 How well learners with learning difficulties and disabilities make progress

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Personal development and well-being

1 1 How good is the overall personal development and well-being of the learners? 1 The extent of learners' spiritual, moral, social and cultural development 1 The behaviour of learners 2 The attendance of learners 1 How well learners enjoy their education 1 The extent to which learners adopt safe practices 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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The quality of provision

1 1 How effective are teaching and learning in meeting the full range of the learners' needs? 1 1 How well do the curriculum and other activities meet the range of needs and interests of learners? 1 1 How well are learners cared for, guided and supported?

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The quality of provision

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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Leadership and management

1 1 How effective are leadership and management in raising achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities insufficient evidence Yes The adequacy and suitability of staff to ensure that learners are protected

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Leadership and management

The extent to which schools enable learners to be healthy Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health The extent to which providers ensure that learners stay safe Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them The extent to which learners make a positive contribution Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the

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Leadership and management

wider community The extent to which schools enable learners to achieve economic well-being Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams Yes Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form Yes Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Bettridge School Warden Hill Cheltenham Gloucestershire GL51 3AT 5th October 2005 Dear Pupils We very much enjoyed our time with you and would like to thank you for talking with us and for helping us find out about your school. We now want to let you know what we think about your school. We are very, very pleased with your school. We think that it is among the very best of schools because: •you like being at school and you like the staff very much, and we know that you work very hard to do your best •you behave really well in lessons and at other times such as lunchtimes, and are extremely polite in the way in which you deal with each other and with visitors to the school •your headteacher and the senior teachers are outstanding; they make sure that all the staff, and you, are able to do your best at all times and we like this very much •your teachers and teaching assistants are excellent; they work very hard and, because you

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Text from letter to pupils explaining the findings of the inspection

work as hard as they do, you make outstanding progress in your learning and grow up to be really nice young people •what you learn in your lessons is right for you, and we like the way in which visitors to school, such as the physio, occupational, music and speech and language therapists, help those of you with particular difficulties •the school has plans to make the buildings better and to keep checking that the school is doing the best it can in all respects; we want the governors to make sure that these things happen. With best wishes Dr D Alan Dobbins Lead inspector

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