Holbrook School for Autism

What Ofsted said

From the inspection on 20 June 2023

Pupils are keen to attend this school. They feel safe and appreciate the guidance and support provided to them by staff. As one sixth-form student typically explained, 'Staff help us, understand us and listen if we have a problem.' Another pupil simply stated, 'This school is a dream.' Relationships between pupils and staff are positive. Staff know the pupils very well and provide them with individualised support. They help pupils communicate their needs and celebrate their achievements in various ways. Pupils respect their peers and accept them for who they are. Bullying is rarely a concern. Staff help pupils manage their emotions and feelings. Consistent routines reassure pupils. Frequent praise for listening well and making good choices builds pupils' confidence and self-esteem. Staff use their skills to minimise the impact of any disruptive behaviour when it occurs. Their patience and understanding help most pupils flourish. Leaders and staff are determined that every pupil can be successful. Pupils focus their efforts on achieving suitable targets, based on their education, health and care plans (EHC plan). Post-16 students gain accreditations and often enjoy work placements at local businesses. Leaders work closely with parents and carers and external agencies to prepare pupils well for their next steps.

What the school should improve

• In a few subjects, the implementation of the curriculum is inconsistent. This is because some staff struggle with their own subject and teaching knowledge. They do not always identify and correct pupils' mistakes and misconceptions. This leaves pupils with gaps in their learning. Leaders need to ensure that the curriculum in every subject is implemented consistently and effectively. They need to check that staff have the knowledge and skills they need to teach each subject with clarity and conviction.
• There is a limited range of accreditations and qualifications available for pupils to study. Some of the qualifications that pupils study are not aspirational enough. They do not always gain sufficient credit for what they know and can do. Leaders need to ensure that pupils access a broad and ambitious range of suitable qualifications and accreditations in preparation for their next steps.
• A significant minority of staff do not feel well supported by leaders. They do not think leaders help them well enough when dealing with incidents of poor behaviour. They say that leaders do not take their workload and well-being into account when planning changes to improve the school. Leaders need to ensure that all staff feel well supported in their roles so that their workload is reasonable and their well-being is promoted.

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