Cambian Red Rose School

What Ofsted said

From the inspection on 14 May 2024

Pupils, who all have special educational needs and/or disabilities (SEND), enjoy their time at Cambian Red Rose school. They form strong relationships with staff who support them when they arrive. As many pupils have had a disjointed experience of education prior to joining the school, this is essential. Staff support pupils well to manage their behaviour. They help pupils to understand how to respond to different situations. Pupils' behaviour typically improves over the time that they spend at the school. Lessons are not interrupted by any off-task behaviour. Overall, pupils learn in a positive, encouraging environment. The school wants the very best for its pupils. Staff ensure that they get to know pupils' individual needs when they join the school. This helps them to understand where pupils could have gaps in their learning. Staff tailor the support that pupils receive to meet their individual learning needs. In many subjects, the school is successful in doing so. Pupils achieve well from their starting points. Pupils enjoy a range of opportunities to develop their life skills. This includes taking part in the Duke of Edinburgh experience. Many pupils are initially nervous when they start at the school. Staff support pupils well and pupils go on to develop many skills. In addition, pupils get the opportunity to learn about different career pathways which support them to make effective choices about their future.

What the school should improve

• A few areas of the curriculum, including phonics, are not as well thought through as they could be. This means that, in these areas, teachers do not consistently deliver the curriculum in a way that supports pupils to build up their knowledge securely over time. The school should ensure that it reviews these curriculums so that pupils learn new content in a logical order.
• Assessment strategies are not used effectively by teachers in a minority of subjects. This means that they do not fully understand what pupils have retained from their previous learning. In some instances, pupils' errors are not routinely addressed and therefore reoccur. The school should ensure that assessment strategies are effectively used in these subjects to identify what pupils have retained and to ensure that pupils' errors are addressed more consistently.

Read the full Ofsted report (opens in a new tab)