Paces School for Conductive Education

What Ofsted said

From the inspection on 12 June 2024

The school's inclusive approach ensures there are no barriers to pupils' achievements. Pupils' special educational needs and/or disabilities are understood and met well by dedicated, highly skilled staff. Staff know pupils well. They guide and support pupils, empowering them to communicate their needs and feelings. Pupils are safe and trust that adults will take care of them. Pupils are polite and respectful. They respond positively to familiar adults and to visitors to the school. The school has recently moved to a new building. The environment has been refurbished and is welcoming. Leaders have established an ambitious vision for pupils to be prepared for adulthood and to become independent. The physical learning environment enables pupils to engage well in learning. 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. The school ensures that all pupils, including those in the early years and sixth form, access a broad and relevant curriculum. The school's enrichment activities help pupils to develop confidence and independence. Pupils enjoy a range of activities, including rock climbing, drama and choir. Parents and carers are overwhelmingly positive about the school. They say that their children are happy and thriving. Parents appreciate the support that staff provide, both in and out of school. One parent said, 'Paces is an amazing place, they are not just a school but foster a whole community with the pupils, parents and staff.'

What the school should improve

• The recently introduced phonics scheme is in the early stages of implementation. This means there are some inconsistencies in the way that the programme is being taught. The school should continue to embed the programme, ensuring that expectations are clear to staff and that they have the training and support that they need to teach phonics and reading consistently well.
• Subject leaders have not had the chance to check the impact of their curriculum area. This means that they are not clear about how well pupils are learning the intended curriculum over time. The school should ensure that subject leaders have the time to check how well the curriculum is being implemented and to identify any further development or training needed.

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