Progression 2 Work

What Ofsted said

From the inspection on 17 June 2025

Progression 2 Work helps pupils to overcome the barriers and challenges that they face. It prepares them well for the next stage of their education, employment or training. Positive relationships underpin everything that happens. Staff know pupils well and take good care of them. There is a united ambition for pupils to achieve well academically, personally and socially. From their relative starting points, pupils live up to these expectations and, overall, are beginning to achieve well. Pupils are motivated by the behaviour points on offer. They are eager to earn the 'enhanced status' that enables them to select from the many rewards on offer, go- karting and bowling are particular favourites. Pupils develop positive attitudes to learning. One pupil summed up the view of many when they said, 'I spend more time in lessons here than I've done at any other school.' Pupils enjoy the 'Active Learning' sessions. These enable them to engage with a wide range of activities that develop their talents and interests. Although rapidly improving, some weaknesses in the curriculum and provision for pupils who have education, health and care (EHC) plans remain. This means that pupils do not yet consistently benefit from a good quality of education.

What the school should improve

• Much of the school's curriculum is at a very early stage of implementation. While pupils demonstrate effective understanding of what they have studied recently, not all are able to recall what they have learned over time as well as they should. The school should ensure that the new curriculum enables pupils to know and remember more over time, so that they achieve highly.
• Like the curriculum, the school's approach to assessment is in its earliest stages. This means that the school does not yet have a fully rounded view of how well pupils achieve over time. The school should ensure that its approach to assessment enables effective checks on how well pupils learn and remember the curriculum, and identifies trends and pattens in achievement over time, to support continued improvement in the teaching of the curriculum.
• The school does not have a systematic approach to developing pupils' handwriting. This means that some pupils do not get the help that they need to develop a fluent and legible handwriting style. The school should ensure that it has a systematic approach to helping pupils to improve their handwriting.
• The school does not ensure that the information that staff receive about the additional needs of pupils with SEND enables them to support these pupils fully in their learning. As such, the school cannot be sure that these pupils meet the targets contained in their EHC plans and achieve as highly as they should. The school should ensure that all information that it holds about pupils' additional needs and any associated targets enables staff to support these pupils fully in their learning and achievement.

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