Claremont School

109391 Unique Reference Number Bristol, City of Local Authority 309966 Inspection number 7 °8 May 2008 Inspection dates Patricia Pothecary 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 2 °14 Age range of pupils Mixed Gender of pupils Number on roll 53 School The governing body Appropriate authority Vacant Position Chair Alison Ewins Headteacher 1 February 2005 Date of previous school inspection Henleaze Park School address Westbury-on-Trym Bristol BS9 4LR 0117 3533622 Telephone number 0117 3533623 Fax number

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2-14 Age group 7 °8 May 2008 Inspection dates 309966 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 one Additional Inspector.

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Description of the school

Claremont caters for pupils with physical disabilities and associated learning and communication difficulties. The vast majority have severe or profound and multiple learning difficulties, and a large majority have visual or multi-sensory impairment. The profile of pupil needs is highly specialised. The majority are from White British backgrounds with a small minority from a variety of other ethnic groups. The school opened a secondary department in September 2007 on a different site, which currently caters for Key Stage 3 pupils. The school has only very recently known that they will be running a sixth form from September 2008. The headteacher has been in post for two years. There is funded nursery provision for pupils with similar needs on site.

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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: Claremont School, 7 °8 May 2008

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Grade: 1

Claremont is an outstanding school where pupils thrive, achieve exceptionally well and develop into happy, more independent young people. Pupils in all age groups, including children in the Foundation Stage, make outstanding progress in their academic subjects and personal development, in their ability to communicate and in their mobility. This is due to very rigorous systems for assessing their achievements and planning to build upon these individually in every lesson and activity. It is made possible by outstanding leadership and management, leading to high quality teaching, and an excellent and very rich curriculum. The school is a hive of enthusiastic activity where pupils are very busy responding to challenges, concentrating very hard on the task in hand and joining in with all the social activities provided. Bright, lively faces greet visitors, and pupils willingly engage in conversations through their communication aids.

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Grade: 1

There are many exceptional features to the school, including a very wide-ranging use of information and communication technology (ICT) to enable pupils to access the curriculum in different ways. In addition, opportunities for pupils to work and socialise alongside their mainstream peers are extensive. The school works with a very wide array of other schools, organisations and agencies to make sure that every single pupil is receiving the best possible care, guidance, support and education. This includes continuous and thorough staff training in all the necessary areas of specialism, and very close links with parents. Although pupils are very dependent upon adults for most of their physical, communication and learning needs, staff seek to ensure that they become as independent as possible. They are therefore helped to make an excellent contribution, for example by a strong involvement in the community, through the school council and in the daily task where every pupil has a

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Grade: 1

responsibility, which they willingly carry out. Parents are very positive about the school, as one parent typically commented, 'I can leave my son knowing that he is getting 100% care and teaching for his ability.' Pupils are equally positive, often indicating that they prefer school time to holidays. The curriculum is exceptional because it is wholly adapted to meet each individual pupils' interests and needs whilst providing a very rich, exciting environment to enthuse and take learning forward on a number of levels. A great deal of high quality learning takes place outside the classroom and it was encouraging to see pupils enjoying the sunshine, grass and flowers during one communication session. It is indicative of the outstanding qualities of leadership that the new secondary school is maintaining pupils' very high levels of achievement in all aspects of their education, despite the very tight timescales from its inception. With very little notice, the school is now preparing

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Grade: 1

to receive sixth formers by September 2008. The 14-19 curriculum and the associated staff skills are not yet developed. School leaders fully recognise that this is essential if the high quality of education is to be continued as pupils move into Key Stage 4 and the new sixth formers arrive.

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Grade: 1

The Foundation Stage provision is outstanding. As soon as children arrive, a thorough assessment is undertaken, working closely with parents and other agencies, to determine the exact needs and skills of each child. A high quality curriculum, expertly adapted from the national framework, 4 of 11 Inspection Report: Claremont School, 7 °8 May 2008 and outstanding teaching ensure that the children begin to make very rapid progress and achieve exceptionally well in all the areas of learning. Standards are well below national expectations in all areas of learning because pupils' learning and physical difficulties are complex and severe. The lessons are great fun and the children's enjoyment is evident as they squeal with delight at the antics of the puppet or the fun of watching the parachute go up and down over their heads. Their communication and physical development are particularly impressive with expert help on hand from the therapists on site. Very strong leadership ensures that the

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Grade: 1

provision continues to improve. Nevertheless, managers realise that the planned use of the new outside learning space is underdeveloped. Children in the Foundation Stage receive some very good inclusion opportunities, which support their excellent personal development, self-confidence and ability to socialise with their mainstream peers.

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What the school should do to improve further

■ ■ Urgently seek to develop the 14-19 curriculum and associated staff skills, to secure the same high quality of education evident in the rest of the school.

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Grade: 1

Pupils in all ability and age groups make equally outstanding progress, including those in Key Stage 3. The knowledge and skills of the pupils when they start school, and the standards they attain, are well below national averages due to the nature of pupils' learning difficulties. Nevertheless, the learning levels gained each year are well above those normally found for children with similar difficulties in other schools. Outstanding progress is evident in a wide range of subjects, including English, mathematics, science, ICT and personal and social education. Progress in history and geography, although sound, is not as rapid as it is in other subjects. Pupils with profound and multiple learning difficulties quickly learn to engage with activities and respond by looking, or expressing pleasure or disapproval. The development of communication is outstanding. Pupils' ability to make their needs or opinions known, make

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Grade: 1

choices or show their knowledge using different communication systems increases rapidly as they move through the school. The majority of pupils also make excellent progress in their physical independence and mobility and several are able to use electric wheelchairs or walk with the aid of a frame.

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Grade: 1

Pupils love coming to school and many parents report that their children cannot wait for holidays to end. This enjoyment is reflected in good attendance despite the ongoing medical needs of the great majority of pupils. Their behaviour is outstanding and there are no recorded incidents of bullying, racism or any other unkind or harmful behaviour. Pupils behave very safely, work very hard, are keen to relate to visitors, and take part enthusiastically in all that they do. They demonstrate, through strong participation in the very many physical activities for example, a very good appreciation of how to lead healthy lives. Pupils' outstanding contribution to the school and wider community includes helping to choose new staff, influencing the type of activities that take place with other schools and taking part in the consultation process carried out by the local authority. With outstanding progress in their communication and independence

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Grade: 1

skills, increasingly effective use of technology, excellent social skills and keen sense of responsibility pupils are very well prepared for their future lives. 5 of 11 Inspection Report: Claremont School, 7 °8 May 2008

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Grade: 1

Lessons are typified by a wide variety of interesting activities and highly individualised learning objectives resulting in outstanding progress. Every pupil is helped to progress in a way that suits their needs and prior learning, because planning and ongoing assessment are very thorough. Lessons are full of laughter and celebration as pupils strive hard to meet their quite challenging targets. In one typical lesson, pupils were riveted as they composed and performed a very beautiful musical composition about the weather. There are many strengths in teaching, particularly the pervasive use of technology to help pupils access learning. In addition the highly specialised approaches used by teachers and learning support assistants alike ensure that pupils are able to learn regardless of the nature of their difficulties.

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Grade: 1

The outstanding curriculum is also highly specialised and accommodates pupils' special interests and skills very well so that learning is rapid. The sensory curriculum for those with very complex learning needs and sensory impairment is excellent and includes many imaginative opportunities for pupils to control their environment with switches, light and sound. The extensive use of signs and symbols helps pupils to understand what is happening and encourages improved communication. The curriculum is very rich with numerous opportunities to take part in projects, visits and performances. The curriculum to support pupils' personal development is also outstanding, including many opportunities to help them understand how to keep safe and healthy. Every part of the day is used to benefit and extend pupils' learning, including lunchtime where intensive one-to-one support is provided. Thorough programmes are in place to help

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Grade: 1

pupils develop mobility and independence skills throughout the day. Productive links with other organisations, learning outside of the classroom and working with mainstream peers are key, high quality features of the provision. The secondary curriculum and staff skills are well suited to the needs of the pupils currently, but are not yet suitable for them as they move into Key Stage 4 or for the new sixth formers expected in September 2008.

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Grade: 1

Safeguarding procedures to ensure pupils' welfare are robust. Pupils are supported and guided exceptionally well in their personal development. A core element of this is the extensive and very close working relationships between the school and other agencies, which ensures that all therapies take place as part of the planned curriculum. The support and guidance given to help pupils make such good progress in the different subjects are outstanding. All progress, planning and target setting are monitored in detail and linked to every lesson objective. Each pupil, for example, has a set of cards on their wheelchair detailing the approaches necessary for them to take part in the different activities. There are considerable checks to ensure that assessment is accurate. Despite the concerns of one or two parents, parents are closely involved in this process and they are given excellent help to support their child's progress at home. The

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Grade: 1

preparation for transition and induction is of equally high quality. 6 of 11 Inspection Report: Claremont School, 7 °8 May 2008

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Grade: 1

Senior leaders have shown outstanding qualities in maintaining and improving upon the already very strong rate of progress made by pupils. This has been achieved whilst setting up the entirely new and already successful secondary department with very little notice. Self-evaluation and monitoring are exceedingly thorough and leaders at all levels know the strengths and weaknesses of the school very well. As a result, various well targeted initiatives have increased the rate of progress pupils make in several areas, for example in number, particularly for the more able. Improved use of communication aids and inclusion has seen an increase in pupils' confidence, self-esteem and ability to relate to others. A passion for supporting equality of opportunity means that pupils who can benefit from it eventually move into mainstream schooling. The continuous training undertaken by all staff to support the work of the school

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Grade: 1

is truly impressive, particularly in the field of communication and sensory impairment. School targets are very challenging, and in working towards them standards are kept as high as possible. This all demonstrates an excellent capacity to improve further. Governance is good and holds the school to account well, although with several new governors aspects of their role are still developing. The urgent task, as leaders recognise, is to ensure, despite the very tight timescale, that the 14-19 curriculum is developed to the same high standards as the rest of the provision. In keeping with the usual high quality of leadership, planning has already begun. 7 of 11 Inspection Report: Claremont School, 7 °8 May 2008 .

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Grade: 1

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Claremont School, 7 °8 May 2008

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Inspection judgements

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

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

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Achievement and standards

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

1 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 1 The behaviour of learners 1 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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and interests of learners?

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

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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: Claremont School, 7 °8 May 2008

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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 1 How effectively leaders and managers use challenging targets to raise standards 1 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 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: Claremont School, 7 °8 May 2008

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Text from letter to pupils explaining the findings of the inspection

9 May 2008 Dear Pupils Inspection of Claremont School, Bristol BS9 4LR Thank you for being so welcoming when I visited your school. I enjoyed meeting you very much, joining you for lunch and seeing some of your lessons. Your school is very successful and extremely well run. It is an excellent school, just as you and your parents told me it was. It helps all of you to make outstanding progress in your subjects and personal skills. Your teachers and support staff are highly skilled at helping you to do your very best, and lessons are interesting and great fun. You are responsible, hard-working and you set a very fine example of how to behave. You clearly enjoy everything about your school, which is outstanding at keeping you safe and caring for you. School leaders do an exceptionally good job in seeing that the school keeps improving. I have asked them to make sure that they are ready for the older secondary classes and sixth form by

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Text from letter to pupils explaining the findings of the inspection

next September. You might like to share your ideas about this with them. Your teachers see to it that you have a very interesting range of activities, clubs and visits and I liked the way you join in so enthusiastically with these. I am impressed with the way you take responsibility around the school and in the community. Your increasing independence and confidence in social situations helps prepare you very well for the future. I wish you all the very best in the future. Yours sincerely Patricia Pothecary Lead inspector 11 of 11 Inspection Report: Claremont School, 7 °8 May 2008

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Annex B

Inspection of Claremont School, Bristol BS9 4LR

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Annex B

Thank you for being so welcoming when I visited your school. I enjoyed meeting you very much, joining you for lunch and seeing some of your lessons.

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Annex B

Your school is very successful and extremely well run. It is an excellent school, just as you and your parents told me it was. It helps all of you to make outstanding progress in your subjects and personal skills. Your teachers and support staff are highly skilled at helping you to do your very best, and lessons are interesting and great fun. You are responsible, hard-working and you set a very fine example of how to behave. You clearly enjoy everything about your school, which is outstanding at keeping you safe and caring for you.

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Annex B

School leaders do an exceptionally good job in seeing that the school keeps improving. I have asked them to make sure that they are ready for the older secondary classes and sixth form by next September. You might like to share your ideas about this with them.

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Annex B

Your teachers see to it that you have a very interesting range of activities, clubs and visits and I liked the way you join in so enthusiastically with these. I am impressed with the way you take responsibility around the school and in the community. Your increasing independence and confidence in social situations helps prepare you very well for the future.

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Annex B

I wish you all the very best in the future.

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