School Improvement Partner Report Autumn 2014/Summer 2015

School Year September 2014 – July 2015 Summer Term Visit

School: Brooke School Date: 01:07:15 Visit Length: 3 hours Present: Main focus: Focus of next visit: HT (CP), DHs(VL+AF), Leadership and management and To be determined by the school but likely to AStH (JH), CoG (MA), overall effectiveness include: G(PH), ISLIO (GP), Discussion with SLT, Governors SES (against the Common Inspection Framework), LIO (KG), SIP (JA) and Warwickshire LA Outcomes for children and learners Update about actions following the visit from the LA This report has been written using direct evidence from the SIPs visits throughout the year and also additional information from different sources of evidence from school records. As agreed at the start of the school year the main purpose of the visit was to focus on the quality of leadership and management. The SIP visit coincided with a visit from the LA. Two Learning Improvement Officers Graham Pirt and Kevin Griffiths made the visit the purpose of which was to discuss various aspects of the school as part of the monitoring programme for all Warwickshire LA special schools during 2015. The school had invited the SIP to join part of the meeting. The outcomes of the meeting have been written up separately and provided to the school. Leadership and management at every level of the school are good with aspects of outstanding practice. Pupils across all key stages make at least good progress over time. School leaders retain a sharp focus on teaching which is consistently good and improving. The curriculum offers opportunities for pupils to study a broad range of subjects and experience a range of learning experiences. Pupils benefit from outdoor learning experiences and, as they get older, the chance to learn about the world of work through real experiences such as working in the shop, café and workshops. The curriculum continues to develop and evolve under the strong leadership from a range of senior and middle leaders. Governance remains strong and the skilled governors know the school well. Leaders are held to account through individual discussion as well as at sub- committee and whole governing body meetings. Overall effectiveness Pupils and their families are at the heart of planning in the school and the headteacher is effective and determined in ensuring that the child’s academic and social wellbeing remains the central focus for all activity. The school has a clear system for monitoring and tracking academic and social development and provides additional support from a range of therapists and support assistants where necessary. Absence is rigorously followed up. Pupils are well prepared for life in modern Britain through all aspects of the school’s curriculum. All statutory duties are met and relevant training for staff and governors has taken place or is planned. The school’s delivery of personal, social and health education and the development of social, moral and spiritual curriculum meets the needs of all pupils in Brooke School. School Priorities (including any Ofsted key issues)  To ensure outstanding learning through Brooke School. – Good progress  To ensure that by 2015 all children or students are making upper quartile progress. To be reviewed in Autumn 2015  To ensure that by 2015 all children have access to a skills based creative curriculum that ensures progression and spiritual, moral, social and cultural development. Achieved  To ensure that by 2015 attendance stays above 95% and that all children and students are able to maintain high levels of concentration, interaction and mutual respect in the school community. Good progress  (from Ofsted report October 2013) Increase the proportion of outstanding teaching by making sure that all teaching staff make clear what new skills and knowledge pupils are to learn in lessons. Good progress Raise achievement by making sure that all teachers challenge the more able pupils in every lesson The SIP considers that the school is continuing to make good progress against all these priorities. The school SLT are keen judge themselves against the new Common Inspection Framework due to be used from September 2015 and so current judgements remain ‘good’ overall. Agreed Actions: Who: When:  Forward suggestions for dates and areas of focus for next year’s SIP HT By start of term visits in the light of school and LA priority actions 2015

SCHOOL SELF-EVALUATION SCHOOL’S JUDGEMENT SCHOOL IMPROVEMENT PARTNER COMMENT ACHIEVEMENT & PROGRESS The SIP agrees with this The school’s judgement is (Attainment, Progress, Pupil groups & the comment when progress is that achievement across the closing of any performance gaps, Key skills) judged overall. (JA November school is good. 2014) QUALITY OF TEACHING (Pace of progress, Expectations, Subject knowledge, Additional Support, Reading, Marking, Assessment) The school’s judgement is The SIP judges that teaching is that teaching is good across good and improving .(JA the school (November 2014). November 2014)

BEHAVIOUR & SAFETY The school judges this to be (Management of behaviour, Attitudes to learning, Safety outstanding (February 2015). Freedom from bullying, Attendance) School SEF summary comment: Children take responsibility for their The SIP agrees with this own behaviour and are developing judgement based on direct strong learning behaviours in that experience and also from they are self-motivated to acquire new skills at increasingly rapid pace. supporting information. (February There are exceptionally few incidents 2015) of bullying and this are dealt with quickly and effectively.

LEADERSHIP & MANAGEMENT (L&M across the school, Leading/Managing the improvement of The SIP agrees with this T&L, Safeguarding, Self-evaluation & school improvement, judgement. There is evidence that The school judges this to be leadership at all levels is strong Governance, Curriculum, Engaging with parents/carers) good (July 2015). and there are elements of outstanding leadership (July 2015)

There is strong evidence to The school judges this to be support this judgement. The SMSC an area of strength (good) (The quality of pupils’ spiritual, moral, social & cultural development) school has evidence that this area (February 2015). is improving over time (February 2015) There is evidence to support this judgement. This has been confirmed in the light of pupil The school judges this to be OVERALL EFFECTIVENESS outcomes. The school is good (July 2015). ambitious and ensures that all pupils are encouraged to be the best they can be (July 2015). School Comments