Kings Mill School

118144 Unique Reference Number East Riding of Yorkshire Local Authority 312819 Inspection number 11 °12 October 2007 Inspection dates David Smith 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 °16 Age range of pupils Mixed Gender of pupils Number on roll 91 School The governing body Appropriate authority Mr David Thacker Chair Ms Sarah Young Headteacher 1 July 2003 Date of previous school inspection Victoria Road School address Driffield East Yorkshire YO25 6UG 01377 253375 Telephone number 01377 253405 Fax number

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2-16 Age group 11 °12 October 2007 Inspection dates 312819 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

Boys outnumber girls by 2 to 1 in this school for pupils with learning difficulties and/or disabilities. All pupils in the main school have a statement of special educational need, reflecting either their severe learning difficulties or profound and multiple learning difficulties. Currently, 19 children attend the 20 place combined assessment and school nursery. A small number of pupils are looked-after by the local authority and the vast majority of the pupils are White British. The school provides 16 residential places on a voluntary basis for up to 48 weeks of the year. An inspection of the residential provision was carried out by Ofsted childcare inspectors at the same time as this inspection. Kings Mill School has received a wide range of awards including the Basic Skills Agency Quality Mark and Artsmark Gold. It has specialist status for mathematics and information and communication technology (ICT) in partnership with a local

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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: Kings Mill School, 11 °12 October 2007

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Grade: 2

Kings Mill is a good school with some outstanding features. It is well led and managed; consequently improvements since the last inspection have been good and there is a good capacity to improve further. The long standing unsuitability of the accommodation is a major barrier to learning but it is a credit to the senior leaders and staff that, despite this, they ensure pupils make good progress towards challenging targets and achieve well. Limitations in the accommodation also means that the school has only made adequate progress towards meeting the National Minimum Standards and, therefore, the effectiveness of the boarding provision is adequate rather than good. Teaching and learning are good and, as result, pupils thoroughly enjoy their learning. Assessment systems are used effectively to provide the right difficulty of work for pupils across the full range of learning difficulties and/or disabilities in the school. There is no marked difference in

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Grade: 2

the performance of groups of pupils such as boys, girls and pupils in public care. Pupils make good progress in their communication and numeracy skills. However, due to the limited number of computers in the school pupils only make adequate progress in ICT. Pupils thoroughly enjoy their activities and make particularly good progress in their creative and performing arts and physical education. Due to excellent teaching in the Foundation Stage the children make outstanding progress in the areas of learning. Pupils’ personal development and well-being are good. Pupils’ attitudes, behaviour and enjoyment of their learning are outstanding. Pupils are proud of their achievements and celebrate each other’s success in class and during the very positive assemblies. Pupils’ spiritual, moral, social and cultural development is good, overall. However, a wealth of opportunities, including time in the residential provision, is provided to promote pupils’ outstanding social development.

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Grade: 2

Relationships are very strong and pupils have confidence in the support provided for them. Attendance is satisfactory, despite absences due to illness. The school has received a number of awards that reflects their success in promoting pupils’ awareness of the importance of healthy lifestyles. Pupils make an outstanding contribution to the school and local community. The curriculum is good and the school makes outstanding use of the local and wider facilities to enrich the curriculum and make up for limitations in the accommodation. Pupils have good opportunities to develop their enterprise skills and develop their skills in preparation for their lives as young adults. The range of courses, including access to mainstream classes, effectively meets the pupils’ learning needs. Care, guidance and support are good. Safeguarding procedures are in place and promote a generally safe environment for these vulnerable pupils. The school has particularly good links

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Grade: 2

with a wide range of agencies and these make a valuable contribution to advice and guidance. Typically, parents expressed their sincere appreciation for the valued support and partnership that they enjoy with the school. Self-review processes are rigorous and demonstrate that senior leaders are aware of the strengths and areas for development. However, the school underestimates the negative impact of the accommodation on, for example, the curriculum which is good rather than outstanding as judged by the school. There is insufficient formal monitoring of the provision by the governors and consequently their contribution to leadership is adequate rather than good. The school provides good value for money. 4 of 11 Inspection Report: Kings Mill School, 11 °12 October 2007

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Grade: 1

The effectiveness of the Foundation Stage is outstanding. Children make excellent progress in all areas of learning including their personal development. This is as a result of the consistently high quality teaching of an exciting curriculum that is carefully tailored to meet the children’s needs. Children are keen to learn in the rich and stimulating environment. Staff work very well as a team and know the children very well. This, combined with the use of rigorous assessment procedures, enables staff to boost progress towards ambitious targets. Very effective links have been established with parents and this ensures that they are fully involved in their children’s learning. Additional joint work with multi-agency staff ensures that the children are provided with very good support and, as a result, make excellent progress.

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What the school should do to improve further

■ Increase access to computers so that pupils have more opportunities to enjoy and extend their learning. ■ Take decisive action to ensure that the accommodation meets pupils’ learning and personal needs. ■ Ensure that leaders at all levels, including the governors, formally monitor all aspects of the school.

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Grade: 2

Boys and girls across the full range of learning difficulties and/or disabilities in the school meet the majority of their ambitious targets. It is not appropriate to compare with national standards because of pupils’ learning difficulties and/or disabilities. Children in care make as equally good progress as their peers in the school. Pupils make good progress in communication skills and some of the higher attaining girls make particularly good progress in speaking and listening. Pupils become more confident in the use of their numeracy skills in all subjects. However, due to the limited number of computers, pupils have too few opportunities for ‘hands on’ activities and only make adequate progress in ICT. Extensive links with other schools, excellent enrichment opportunities and time in residence all help to promote good achievement and personal development. Due to enthusiastic teaching, pupils make particularly good progress in creative

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Grade: 2

and performing arts including dance and music. This culminates in some impressive performances in the community, such as their presentation of the Wizard of Oz. Also, the varied physical education programme promotes good progress in a wide range of sporting and outdoor activities. Older pupils achieve well on challenging courses based in school, mainstream classes and colleges.

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Grade: 2

Pupils’ personal development and well-being are good. Their spiritual, moral, social and cultural development is good. However, school trips, time in residence and activities such as the coffee shop all contribute to pupils’ excellent social development. Pupils make good progress in their response to the promotion of healthy lifestyles and the school deservedly has Healthy Schools Status. Pupils are very aware of the need for healthy eating and exercise and are pleased with the progress they make towards their own personal targets. Pupils make good progress in their 5 of 11 Inspection Report: Kings Mill School, 11 °12 October 2007 understanding of the need to stay safe, for example, in how to use a mobile phone in emergencies. They thoroughly enjoy their time in school and their behaviour is excellent. Robust systems are in place to promote and monitor attendance and, as a result, despite unavoidable

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Grade: 2

absence due illnesses attendance is satisfactory. In the morning the school doors are being opened earlier to pupils, to ensure that, despite the congestion of taxis, they are in time for the school day. This change remedies the issue regarding punctuality identified in the last inspection. Pupils make an excellent contribution to the school and, for example, take a full and active part in the assemblies. A thriving school council is enthusiastic and has a wealth of evidence that highlights its positive contribution to the school and local community. There is a good focus on promoting pupils’ basic skills and teamwork which helps to promote positive attitudes and their busy approach to work.

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Grade: 2

The quality of teaching and learning is good. Typically, teaching is enthusiastic and confident and, as a result, pupils are encouraged to make good progress. Assessment data is used accurately to ensure that pupils’ work is neither too easy nor too hard. The teaching assistants provide valuable support to help meet the pupils’ wide range of learning needs. Interactive whiteboards are used particularly well to engage pupils’ interest and extend their learning. A wide range of visiting specialists makes a valuable contribution to the teaching of subjects including dance, music and physical education. Very positive relationships and consistent teamwork contribute to the effective management of any challenging behaviour. The very small classrooms in most of the school limit opportunities for pupils to be involved in group and practical work leading to some satisfactory rather than good progress.

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Grade: 2

The quality of the curriculum is good. Pupils’ activities are carefully tailored to meet their personal needs and, as a result, they thoroughly enjoy their education and achieve well. The staff team is constantly looking at ways of improving the curriculum. This has been particularly effective in boosting pupils’ communication skills and, as a result, improving their access to a broader curriculum. Pupils have good opportunities to use and extend their numeracy skills in a wide range of practical activities. Due to the unsuitability of the accommodation there are limited facilities for the teaching of practical subjects such as science and design and technology. It is only through the imaginative use of the locality, other schools and the excellent opportunities provided to extend and enrich the curriculum that pupils have their curriculum entitlement. It is too early to judge the impact of specialist status in mathematics, but older

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Grade: 2

pupils have benefited from additional access to computers facilitated by the specialist ICT partnership. The school has received a wide range of national awards, such as the Arts Mark Gold, which recognise the quality of the activities. Pupils are very well prepared and supported as they move through the school and their transition to the next stage of their education. 6 of 11 Inspection Report: Kings Mill School, 11 °12 October 2007

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Grade: 2

Care, guidance and support are good. The high level of staff commitment encourages pupils to enjoy, achieve and thrive in a secure and generally safe environment. Arrangements to safeguard pupils are in place and the most vulnerable pupils or those at risk are identified quickly and supported. Within this safe and supportive environment learners reach well-documented and challenging targets and are aware of how they can be supported as they work towards those challenges. Comprehensive progress data is collated and this helps to identify the sharply focused and challenging targets. The Person Centred Plan is a key strategy used to enable parents, learners, school and outside agencies to effectively guide pupils to plan a positive future beyond school. This is effectively documented to ensure that there is a consistent involvement by all agencies and the use of an effectively monitored action plan. Limitations in the Boarding provision restrict the impact of some of the school’s work in this

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Grade: 2

Leadership and management are good. Senior leaders, governors and staff are frustrated by the limitations posed by the unsuitability of the accommodation but, despite this barrier to learning, they work hard to ensure that the pupils are effectively challenged and make good progress. The headteacher has enthusiastically led good improvements since the last inspection and has high aspirations for the school’s future. She has good support from the senior leaders who are equally determined to provide the pupils with every opportunity to achieve well. There is a shared sense of purpose and strong teamwork throughout the school which helps to promote the good capacity to improve. Self-evaluation is used effectively to identify areas for improvement but the number of priorities is unmanageable. There are good links with parents and other agencies and the school has a deservedly high profile in the local community. The

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Grade: 2

governors provide adequate support but are not sufficiently involved in the formal monitoring process to ensure that they are in the position to provide well-informed challenge. Staff training is carefully focused on meeting pupils’ learning needs. The school’s specialist status for ICT has had a good impact on staff training, for example, to help develop their skills and confidence in the use of interactive whiteboards. However, the impact has only been adequate, overall, due to the lack of space in most classrooms to house a suitable number of computers. 7 of 11 Inspection Report: Kings Mill School, 11 °12 October 2007 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Kings Mill School, 11 °12 October 2007

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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 2 The capacity to make any necessary improvements

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Achievement and standards

2 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 2 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 1 How well learners enjoy their education 3 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?

2 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: Kings Mill School, 11 °12 October 2007

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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 2 How effectively leaders and managers use challenging targets to raise standards 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 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: Kings Mill School, 11 °12 October 2007

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Text from letter to pupils explaining the findings of the inspection

15 October 2007 Dear Pupils Inspection of Kings Mill School, East Riding of Yorkshire, YO25 6UG. Mr Willday and I thoroughly enjoyed our visit to Kings Mill School. You made us feel very welcome and we were particularly impressed with the way that you get on with each other. This is what we found out about your school.

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Text from letter to pupils explaining the findings of the inspection

■ Your headteacher leads the staff well and is determined for you to get a good education. Consequently, the staff work well together and ensure you are well cared for. ■ The children in the Nursery are provided with an outstanding start to their education.

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Text from letter to pupils explaining the findings of the inspection

■ You clearly enjoy your time in the school and when you stay in the residence, behave exceptionally well and come to school whenever you can. ■ Staff have a good understanding of the things that you are good at and the areas where you need help and this helps you to make good progress. ■ You are encouraged to be healthy and you enjoy your physical activities.

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Text from letter to pupils explaining the findings of the inspection

■ The outstanding variety of activities and trips are a real bonus for you to enjoy and also help you to make such good progress. Even though we thought your school was good it could still be improved. We think that the following things would help this.

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Text from letter to pupils explaining the findings of the inspection

■ You should have more computers for use in the classrooms.

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Text from letter to pupils explaining the findings of the inspection

■ The school and residential buildings are not as good as they should be.

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Text from letter to pupils explaining the findings of the inspection

■ It is important for the managers to spend more time checking just how good the school is.

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Text from letter to pupils explaining the findings of the inspection

You can play your part by continuing to attend school regularly and by working as hard as you already do. Yours sincerely David Smith Lead inspector 11 of 11 Inspection Report: Kings Mill School, 11 °12 October 2007

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