Brentwood School

106391 Unique Reference Number Trafford Local Authority 309112 Inspection number 17 °18 October 2007 Inspection dates Rosemary Eaton Reporting inspector

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

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Special Type of school Community special School category 11 °19 Age range of pupils Mixed Gender of pupils Number on roll 78 School 21 6th form The governing body Appropriate authority Mrs L Carlisle Chair Mrs H Moon Headteacher 15 March 2004 Date of previous school inspection Brentwood Avenue School address Timperley Altrincham Cheshire WA14 1SR 0161 928 8109 Telephone number 0161 928 4548 Fax number

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11-19 Age group 17 °18 October 2007 Inspection dates 309112 Inspection number .

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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 an Additional Inspector.

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Description of the school

This average-sized special school caters for students with severe or profound and multiple learning difficulties or severe learning difficulties with autistic spectrum disorders. Currently, 20 students have profound and multiple learning difficulties and 12 have autistic spectrum disorders. The remaining students have severe learning difficulties. All students have statements of special educational need. The nature of their difficulties means that students are working at below national expectations and a minority exhibit challenging behaviour. A very small number of students are from minority ethnic backgrounds. The headteacher took up her post in February 2007. There has been significant staffing disruption during the past year or so, owing to illness, resignations and appointments. In particular, all the teachers in the three classes for students with autistic spectrum disorders were new to the school in September 2007.

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Description of the school

The school has achieved the Healthy Schools Gold Award.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Brentwood School, 17 °18 October 2007

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Grade: 2

Brentwood is a good school with outstanding features. Students are adamant that they enjoy school. They say that one reason for their enthusiasm is that they 'do lots of nice things'. In other words, the good quality curriculum provides a huge variety of contexts for learning. For example, there are very popular lunchtime and after-school clubs, with something to suit most tastes. Again, students are frequently out and about in the community, applying skills learned in the classroom, trying new experiences, and interacting with unfamiliar people. These opportunities to socialise make up one of the elements leading to students' outstanding personal development. The school's success in promoting healthy lifestyles is recognised by the Healthy Schools Gold Award. Students appreciate the importance of a good diet and plenty of exercise. They respond eagerly to all manner of sporting activities, which often involve competitions or

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Grade: 2

chances to learn from specialist coaches. Students are also keen to be good citizens and are willing and able to take on responsibilities. The school council is very active and is proud of achievements such as instigating a weekly roast dinner on the lunch menu. Students are quite clear that this is a school where people help each other. They take their cue from the outstanding care, guidance and support staff provide. For example, education staff, therapists and the school nurse work closely together to identify the best ways to meet the health, welfare and personal care needs of students with profound and multiple learning difficulties. Consequently, barriers to learning are lessened and students are as comfortable and relaxed as possible. The school strikes a careful balance between making special arrangements for individuals or groups of students, such as those with autistic spectrum disorders, and including them in activities

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Grade: 2

with others of the same age and in whole-school events. Students make good progress and achieve well because the quality of teaching and learning is good. Teachers collect a great deal of useful information about students' learning and development. They use this well to ensure that lessons motivate students and to match activities to the range of learning difficulties within the class. The accredited courses offered, however, do not all have the potential to fully recognise the achievements of these highest attaining students. Leadership and management are good. With strong support from the acting deputy headteacher and senior team, the headteacher ensures that the school continues to flourish and move forward. Self-evaluation is good and provides an accurate picture of the school's strengths and where more improvement is needed. The progress of individual students is tracked carefully and action is taken if any are not doing as well as anticipated. Information from teachers'

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Grade: 2

assessments of students' learning is not analysed well enough in order to identify variations in the performance of different groups of students or the success of different subjects. There has been good improvement since the previous inspection and Brentwood demonstrates a good capacity to continue to develop.

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Grade: 2

Progress and achievement are good in the sixth form. Students all gain external accreditation in Accreditation for Life and Living courses, such as home management and personal skills. Higher attaining students are successful in National Skills Profile work in number. The quality of teaching and learning is good and students' status as young adults is fully recognised. The good quality curriculum is developing rapidly to provide even more experiences in the community. 4 of 11 Inspection Report: Brentwood School, 17 °18 October 2007 There are increasing opportunities for students to pursue taster courses at college and work experience is becoming more closely matched to students' aspirations. The quality of care, guidance and support and students' personal development are just as outstanding as in the main school. Students leave the sixth form as confident and well-rounded young adults, well prepared for the next stage in their education. The sixth form is led and managed well. Plans

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Grade: 2

to further improve the provision demonstrate a clear determination to enable each student to achieve his or her potential.

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What the school should do to improve further

■ Make full use of teachers' assessments of students' learning in order to compare the progress of different groups of students and identify where improvements are needed. ■ Ensure that teaching and the curriculum always meet the needs of higher attaining students.

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Grade for sixth form: 2

Individual and whole-school targets are challenging and students frequently meet them. Progress is often best in learning to communicate, number, and personal, social and health education. The outcomes of students' work in art, drama and physical education are of high quality. Students find writing particularly difficult and they tend to achieve less well in this aspect of English. In Key Stage 3, students begin gaining accreditation for units of their work. These build up to as many as 19 certificates by the end of Year 11. All Key Stage 4 students are successful in the Award Scheme Development and Accreditation Network (ASDAN) Transition Challenge. There is no indication that any groups of students achieve less well than others, although those with profound and multiple learning difficulties move forward in very small steps.

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Grade for sixth form: 1

Students say that they especially like their friends and the staff, dinners and snacks, and using computers. Their attendance is above average. Behaviour is often exemplary but is good overall because a minority of students need significant support in order to control their actions. Students are clear that there is no bullying in school. One way in which they contribute to the school community is by 'being kind to friends'. Students frequently raise funds to help others. For example, bags made during an enterprise activity were sold for Comic Relief. Students begin to take some responsibility for their own safety. They learn to be safe pedestrians and some in the sixth form have started to become more independent users of public transport. Spiritual, moral, social and cultural development is outstanding. Students develop an appreciation for varied performing arts through attending concerts and plays and taking part in performances

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Grade for sixth form: 1

from Shakespeare to 'Bugsy'. Students learn skills such as preparing meals and handling money which have a direct bearing on equipping them well for their future lives. Their positive attitudes enable students to make the most of new experiences. Talking about going caving, one sixth former commented, 'It was dark but I was brave'. 5 of 11 Inspection Report: Brentwood School, 17 °18 October 2007

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Grade for sixth form: 2

Lessons frequently include interesting and relevant activities. For example, during an information and communication technology (ICT) lesson, sixth form students with severe learning difficulties were motivated by tasks linked to football. Others, with profound and multiple learning difficulties, had alternative ICT activities equally well suited to their age and interests. Teachers promote independence at every turn, giving students time and space to solve problems for themselves. Behaviour is managed very well. In the classes for those with autistic spectrum disorders, visual timetables are often used very effectively to reassure students and prepare them for changes. This practice is not yet consistent. Teaching assistants make very strong contributions to learning. Lessons mostly meet the needs of all students but they do not always provide enough additional challenge for those working at higher levels.

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Grade for sixth form: 2

The curriculum is good. It has some outstanding features notably the enormous range of activities that enrich students' experiences and promote learning and personal development. Visits vary from weekly shopping expeditions to ventures further afield, for example, to a beach to see sculptures. Sixth form students face up to personal challenges during a residential visit. Links with other schools enhance the curriculum for particular groups of students. For instance, some in Key Stage 4 have art lessons alongside mainstream students. Special days and weeks enable students to focus on particular topics and consolidate their learning. The curriculum is adapted well to meet the needs of students with different learning difficulties. Entry level courses have recently been introduced in art and physical education as the school recognises the need to endorse the achievements of students working within National Curriculum levels.

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Grade for sixth form: 2

More such courses are needed. Exciting plans to improve playground facilities are about to be implemented but the outdoor space is cramped and there is no playing field.

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Grade for sixth form: 1

Parents are confident that their children are cared for well. The arrangements to safeguard students are extremely thorough. For example, staff carefully assess the risks of harm to each child before they go on school visits and steps are agreed to ensure that all are as safe as possible. The school nurse provides excellent support for students' health needs. When necessary, students have very detailed and effective individual behaviour plans which include strategies for preventing incidents and improving behaviour. Staff receive extensive training in supporting all aspects of students' physical and personal needs. Links with other agencies and professionals are wide ranging and highly effective. Staff are developing ways to help students understand their own targets and they often attend their own annual review meetings. Induction 6 of 11 Inspection Report: Brentwood School, 17 °18 October 2007 arrangements and those for preparing students for leaving school are comprehensive and greatly

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Grade for sixth form: 2

During a period of staffing turbulence, strong leadership and management have ensured that students' learning and personal development have not been interrupted. Action plans for moving the school forward are detailed, involve all staff with management responsibilities, and are effective. For example, sixth form links with further education colleges have been expanded. The analysis of progress towards targets is beginning to be used as a tool for school improvement. For instance, staff training was provided in response to students' relatively slower progress in writing, but insufficient time has elapsed to judge its effectiveness. Data from assessments of students' learning are now stored electronically. Again, there has not been time for senior staff and subject leaders to analyse these rigorously in order to make sure that all subjects and groups of students are equally successful. Governors are very supportive, are

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Grade for sixth form: 2

actively involved in observing the work of the school, and have informed opinions of strengths and weaknesses. The governing body has not yet contributed significantly to formal school self-evaluation. The school is ambitious for its students and intends to work towards achieving specialist school status in the area of cognition and learning. 7 of 11 Inspection Report: Brentwood School, 17 °18 October 2007 .

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Grade for sixth form: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Brentwood School, 17 °18 October 2007

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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

2 2 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? Yes Yes Effective steps have been taken to promote improvement since the last inspection 1 1 How well does the school work in partnership with others to promote learners' well-being? 2 2 The capacity to make any necessary improvements

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Achievement and standards

2 2 How well do learners achieve? 4 4 The standards 1 reached by learners

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Achievement and standards

2 2 How well learners make progress, taking account of any significant variations between groups of learners How well learners with learning difficulties and disabilities make progress

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well-being of the learners?

The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 2 The attendance of learners 2 The behaviour of learners 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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range of needs and interests of learners?

1 1 How well are learners cared for, guided and supported?

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range of needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: Brentwood School, 17 °18 October 2007

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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 leaders and managers use challenging targets to raise standards 2 2 The effectiveness of the school's self-evaluation 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, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: Brentwood School, 17 °18 October 2007

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Text from letter to pupils explaining the findings of the inspection

Thank you for being so friendly and kind when I visited your school. The school council was a big help and so were the students who made sure I found my way around the school. You told me that you like your school and that you do lots of nice things. I was amazed to hear about all the visits you go on. The school helps you to grow into young men and women who are ready to go on to college. I know how much you like the adults who teach and help you. They look after you extremely well. You all learn a lot and get certificates for your work. I think that some of you could do work that is a bit harder and get some different certificates to show how well you have done. Your teachers keep a close eye on how much you each learn. I have asked your headteacher to make sure that all students are getting on just as well in every subject. You are lucky to go to a good school like Brentwood. I want to send each of you my best wishes

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Text from letter to pupils explaining the findings of the inspection

for the future. 11 of 11 Inspection Report: Brentwood School, 17 °18 October 2007

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