Social Arts for Education

What Ofsted said

From the inspection on 10 July 2024

Staff understand the needs of pupils who attend the school. They build positive working relationships with pupils. The school provides a warm and welcoming environment. This helps pupils to feel valued, safe and ready to learn. Staff check on pupils' welfare and emotions. The school prioritises knowing pupils and their individual needs well. Staff can therefore make any appropriate adjustments to meet pupils' individual needs. Leaders have high ambitions for the pupils who attend. All pupils have special educational needs and/or disability. The school's curriculum is designed to ensure that pupils are well prepared for further study or the world of work. Pupils do well here. They learn effectively when in classrooms or working independently. Many go on to secure university placements or sustained training and/or employment. The school has high expectations for pupils' conduct and behaviour. The school helps pupils to regulate their behaviour well. Pupils know that they can share any concerns and that adults will resolve them. A wide range of further experiences and opportunities help pupils prepare for their next steps in learning. Visits to local facilities, parks, theatre and use of the climbing wall help pupils develop a wide range of skills. Pupils talk with confidence and enthusiasm about these opportunities.

What the school should improve

• In some subjects, the school's curricular thinking does not identify the precise knowledge pupils need to build deep subject knowledge. Some pupils have little access to the aesthetic subjects, such as art, music and drama. The school should ensure that all subjects identify clearly how pupils' subject-specific knowledge and skills will build over time, so that pupils develop knowledge and skills effectively over time.
• Some pupils do not attend school regularly. This means that they are missing important learning and crucial personal development support. The school should continue to work with pupils and their families to address any barriers that are preventing pupils spending more time in school.
• Careers guidance and support is not as coherent and ambitious as it could be across the school. This means that pupils are not as well prepared for the pathways to employment and possible career choices as they could be. The school should ensure that pupils receive comprehensive careers support and guidance throughout the school curriculum.

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