Frederick Holmes School

What Ofsted said

From the inspection on 21 February 2023

Frederick Holmes School is a special school catering for pupils with severe physical and learning difficulties, and those with profound and multiple needs. There is a strong sense of family across the school. Most pupils join the school in the early years and stay until the end of the sixth form. Adults know the pupils extremely well. They care deeply about pupils' emotional, physical and educational welfare. Pupils are happy and feel safe. Leaders have high expectations for all pupils. They ensure that all pupils have the support they need to engage in learning. Pupils with profound and multiple learning difficulties follow a sensory curriculum which develops pupils' interaction through learning activities which engage all the senses. Adults provide highly tailored provision to meet pupils' individual physical, emotional and medical needs. Adults have an expert understanding of how to develop and support the earliest stages of pupils' communication and interaction with others. Leaders ensure that pupils who can access subject-specific learning receive a broad and relevant curriculum based on the national curriculum expectations. Procedures for managing pupils' behaviour are exceptional. Adults understand that pupils' behaviour is often a form of communication. Relationships between adults and pupils are incredibly strong. Adults quickly spot changes in pupils' behaviour and provide the necessary support. The support provided for pupils who struggle to manage their emotions is outlined in their personal learning plans. There is a calm and purposeful learning atmosphere across all classes. Most parents and carers speak highly of the school. They say that their children are happy and thriving. Parents appreciate the support that staff provide, both in and out of school. A parent commented positively on their child's enjoyment of learning at the school when saying, 'for a non-verbal child who can't tell me about school, his smile speaks a thousand words'.

What the school should improve

• Some subjects, such as science and history, are in the early stages of implementation. Subject leaders have not checked the delivery and impact of the revised curriculum outcomes. Leaders should ensure that subject leaders have planned opportunities to evaluate learning across all classes and provide subject support to staff where required.
• Leaders have not developed a consistent approach to assessment. This means that most subject leaders do not have a clear understanding of the gaps in pupils' knowledge in their subject. Leaders should ensure that assessment provides teachers and subject leaders with the information they need to support future learning in each subject.

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