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Sunfield School Sunfield School Independent school standard inspection report DfE registration number 885/6024 Unique Reference Number (URN) 117033 URN for social care SC038435 Inspection number 397648 Inspection dates 12–13 December 2012 Reporting inspector David Rzeznik The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. This publication is available at www.ofsted.gov.uk/publications/090070. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: [email protected] W: www.ofsted.gov.uk No. 090070 © Crown copyright 2012 Purpose and scope of the inspection This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.1, 2 Information about the school Sunfield School is a residential special school for pupils with complex learning difficulties, including autism and challenging behaviour. It is dually registered as a children’s home. A separate inspection was carried out of the residential provision at the same time as the inspection of the school. The school originally opened in 1930 in Selly Oak. It has been on its current site in Stourbridge since 1932 and in its present form since July 1971. It was last inspected in June 2009. The school is registered to admit 72 pupils aged between six and 19 years. There are currently 57 pupils on roll of whom 45 are boarders. All pupils have a statement of special educational needs and 40 are looked after. The headteacher was appointed in September 2010 and she leads and manages the education provision. A range of other professionals work in school, including speech and language therapists, occupational, play and music therapists, psychologists, and a psycho therapist and psychiatrist. The school aims to ‘develop each child’s abilities, so that they are able to fulfil their own potential and derive the most out of society and life itself.’ Evaluation of the school The school provides a good quality of education and successfully meets its aim. Most, but not all, regulatory requirements are met. Good teaching, high staff morale, outstanding behaviour and an individualised curriculum that fulfils the objectives and requirements of pupils’ statement of special educational needs, enable pupils to achieve well. Provision for spiritual, moral, social and cultural development is outstanding. Welfare, health and safety procedures, including safeguarding arrangements, are good, which is an improvement since the last inspection. The standard of education has been maintained although a small number of regulations that were met at the time of the last inspection are now unmet. Quality of education The curriculum is good. Over the past 12 months the curriculum has been substantially revamped for all year groups. There has been a major thrust to link subjects together into themes to make learning more coherent, meaningful and enjoyable. For example, pupils study topics such as the Olympics, landscapes, the 1 www.legislation.gov.uk/ukpga/2002/32/contents. 2 www.legislation.gov.uk/ukpga/2005/18/contents. Independent school standard inspection report 3 circus and healthy eating; literacy, numeracy and others subject-specific skills are taught in an integrated, thematic way where it is relevant to do so. Subject-specific skills are also taught discretely, for example, letters and sounds (phonics) work is timetabled each week and mathematics skills are taught using a commercial mathematics scheme. Provision is highly individualised and work is closely linked to the objectives specified in individuals’ statement of special educational needs. The work provided is bespoke and is mostly well matched to individuals’ capabilities. Good use is made of computers and other technological aids to support learning. This is an improvement since the last inspection. Appropriate curriculum plans exist for all of the required areas of learning and they are suitably implemented. Planning is more ‘joined up’, integrated and cohesive than at the time of the last inspection. Pupils are very well supported by a range of therapies, including music, creative art, play, speech and language and occupational therapy. Additional support is carefully targeted and is very effective in developing pupils’ communication, personal, social and physical skills. The post-16 curriculum has improved with increased breadth and balance in provision. It is rightly focused on developing pupils’ basic skills, personal, social and emotional skills, knowledge and understanding of the world and vocational skills. The range of accredited courses has increased and pupils’ gain qualifications, at a variety of levels, in subjects such as life and living skills, horticulture, personal progress, numeracy and information and communication technology. Pupils undertake a good range of work-related learning and for those who are capable, college courses. The farm and café provide real-life work experience not only for the oldest pupils but for others too. Work experience is provided in outside organisations for those who can cope with it. A wide range of additional learning activities are provided in school and in the residences. Holidays in Wales, outdoor pursuit trips, sailing and visits to theme parks, restaurants and local places of interest help broaden pupils’ horizons. Visits by potters, break dancers and circus artists enrich learning and increase pupils’ enjoyment. Teaching and assessment are good and pupils make good progress in their learning given their original starting point. Provision is not outstanding because academic outcomes are not yet outstanding. The strengths in teaching lie in the excellent relationships between adults and pupils and between the pupils themselves. Behaviour management is outstanding and learning is rarely disrupted. Most teaching is good or better but there are pockets of satisfactory teaching. In the most effective lessons, work is challenging, stimulating and is well matched to pupils’ abilities and specific needs. Excellent use is made of resources and the imaginative teaching methods used ensure individuals make good or outstanding gains in their learning. Pupils find the work interesting and enjoyable and engage with the activities extremely well. Where teaching is less effective it is mainly because some activities are not pitched at the right level, so individuals’ consolidate their learning rather than having it extended. Staff use communication symbols, signing, technological aids and gestures effectively to support learning. However, there are occasions when staff do not get pupils to respond by signing, using gesture, speech or their communication 4 Independent school standard inspection report symbols, to assess their learning or to further develop pupils’ communication skills. At the time of the last inspection too many targets were set for pupils and it was not easy for all staff to access pupil progress information. These weaknesses have been rectified. Assessment of individuals’ attainment on entry is rigorous. A commercial assessment scheme is used to determine pupils’ attainment and progress as they move through the school and performance data is compared against national benchmarks. Individual targets are set and progress towards them is monitored effectively. Staff keep a ‘learning journal’ which records the activities undertaken and includes comments on individual’s achievements and successes. Records do not always clearly identify what targets have been accomplished and what learning objectives have been achieved. Spiritual, moral, social and cultural development of pupils Provision for pupils’ spiritual, moral, social and cultural development is outstanding. Pupils are happy, have very positive attitudes to learning and enjoy school as demonstrated by their good attendance. Provision, in both the school and residences, is extremely good at boosting pupils’ self-esteem and self-confidence and improving their behaviour. Behaviour is outstanding. Most of the pupils have very challenging behaviour and the behaviour management methods used are very effective in getting pupils
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