Inspectors visited this Sunderland special school and identified five key areas in need of attention
“The inspector’s report highlighted some areas which need our attention, and we are already working towards improving these”
The headteacher of a Sunderland special school which specialises in provision for children with autism said the school is “already working on improvements” after Ofsted identified five out of the seven areas inspected as in ‘need of attention’.
Following an inspection of Thornhill Park School the education watchdog identified the key areas of achievement, attendance, curriculum and teaching, inclusion, and leadership and governance were all identified as in need of attention.
Personal development and wellbeing and post-16 provision were both judged as being at the ‘expected standard’.
No one-word overall judgement is now given to schools with, instead, a traffic light report card given ranging from blue (exceptional), dark green (strong standard), light green (expected standard), amber (needs attention) to red which indicates urgent improvement is needed.
On achievement, and curriculum and teaching, lead inspector Emily Stevens said: “Pupils’ achievement across the curriculum is variable. In some areas, such as progress in their emotional development, pupils build skills and strategies well.
“In other areas of the curriculum, pupils learning is limited because of the inconsistencies in the way in which the curriculum is taught.
“The school’s curriculum is suitably broad and ambitious, although there is variation in how well this curriculum is implemented. Teachers' use of assessment is not always precise and well matched to pupils’ stages of learning.
“This results in some pupils engaging in tasks that are not effectively aligned to their stage of learning and development.
“Leaders are clear on where the school curriculum needs further development. Recent changes to the school’s curriculum are purposeful and timely, however, much of this work is in its infancy.”
Inspectors identified pupils’ absences “not always recorded accurately” as the main reason for not meeting the independent school standard.
Whilst behaviour and attendance are categorised together as an assessment area, inspectors did identify behaviour as a “strength of the school”.
Inspectors added: “Pupils develop important strategies to control their behaviours and are ably supported by staff to use these with increasing independence.”
Lead inspector Emily Stevens has identified improvements made in procedures across the school which have “enabled the school to make some rapid improvements”, but said it is “too soon to determine the impact of these changes”.
Inspectors praised the school’s provision for pupils’ personal development and wellbeing and individualised approach which they described as “a notable strength”. The report also commended the school’s careers offer and the “rich range” of visits and enrichment activities.
Ms Stevens also praised the school’s post-16 provision.
She said: “The curriculum places a strong emphasis on preparation for adulthood, independence, employability and community participation. The provision is flexible and personalised. It enables students to access pathways and qualifications that are appropriate to their developmental stage and future aspirations.”
Responding to the report, principal Helen Mitchell said: “We were pleased to welcome Ofsted inspectors last month, as the first school run by the North East Autism Society to be evaluated under the new education inspection framework.
“Our pupils are at the heart of everything we do, and we were pleased the inspectors recognised this and praised our individualised approach, which is made possible by the incredible work our staff put in every day to understand each learner’s needs and aspirations, and support them to succeed.
“The inspector’s report highlighted some areas which need our attention, and we are already working towards improving these as part of our ongoing commitment to deliver the best possible education to autistic young people.”