WIREDGOV

An Ofsted report published today showcases 12 outstanding special schools that excel at providing for very vulnerable children and young people. It shows how these schools deal with complex special educational needs, behavioural difficulties, disabilities and pupils excluded from mainstream schools.

The report, Twelve outstanding special schools - Excelling through inclusion, describes schools that have the highest aspirations for every child and aim never to give up on them. These schools enable pupils whose schooling has been interrupted by obstacles and traumatic events to go on to achieve remarkable things.

Today’s publication follows two reports launched earlier this year that identified the secrets of success for outstanding primary and secondary schools.

Announcing the report, Her Majesty's Chief Inspector, Christine Gilbert said:

'The 12 schools, from across England, are all successful at helping children with the greatest learning and behavioural difficulties or other special needs. Their staff are exceptionally skilled as educators and carers, with a deep passion for their work and respect for the children they teach.

'I am sure what these schools do can be replicated by others. This report presents a challenge for those which are not yet outstanding. Mainstream schools also have much to learn from some of the approaches described.”

The report shows that assessment for pupils with complex educational needs requires particular expertise. The schools provide for children whose achievements and attainment range from exceptionally low to exceptionally high.

Many of the schools respond to behavioural needs and difficulties, overcoming them by providing engaging learning opportunities, training staff in avoiding confrontation and working in partnership with other schools and professionals.

The report shows that the challenge of including pupils requires positive and thoughtful action but when done well is rewarding and leads to success. It also highlights how schools can help young people believe in themselves and gain maximum possible independence.

Giving pupils a voice is important. In one school young people interviewed candidates for the post of deputy head, asking questions agreed with parents. One initiative in another school helped transform behaviour through a ’We’ve Got Talent’ show, the idea coming from the pupils’ parliament.

Many schools provide outdoor education to improve motivation and remove barriers. One school devised an assistive technology assessment centre so pupils, some of whom had complex needs, could access the curriculum through computers and through a range of equipment partake again in sport.

The schools undertake considerable outreach work in mainstream schools and help children move back into mainstream education where they can. In one example, a special school teacher worked with traumatised children of asylum seeking and refugee families who had witnessed atrocities in war-torn countries. Use of puppets to communicate experiences, celebrating cultures and devising games helped build trust, involve parents and yielded notable results.

Many of the schools carry out innovative work that integrates education across special schools and mainstream schools and enables children and adults from both to work together. One shares its garden with over a dozen primary schools and local community groups to promote re-integration. Pupils gain horticultural experience working alongside pupils from other schools in their own environment where they feel comfortable and supported.

Commenting on the schools in the report, Christine Gilbert said:

'Each of these 12 schools has devised innovative and often groundbreaking ways to help children and young people who face huge challenges. But they all work hard to recruit and develop the best teachers, make sure the curriculum meets pupils’ needs, rigorously assess progress and use data and other information to drive improvement.

'The special schools that stand out have a commitment to continuous improvement. They have all built a strong team ethos to help pupils’ interests, going to great lengths to enrich the curriculum and provide extra excitement and challenge to develop skills. They involve pupils in the management of school, working closely with parents and partners. They never let children down.

'Many of the stories in this report are inspirational. They show how schools can help young people make more of their lives. I hope that other schools will find it useful and inspiring too.'

1. The report, Twelve outstanding special schools - Excelling through inclusion, can be found on the Ofsted website www.ofsted.gov.uk/publications/090171.

2. The report was compiled by Her Majesty’s Inspectors working with Dr Peter Matthews, a consultant and former senior HMI.

3. 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.

4. Details of schools in the report can be obtained from the Ofsted Press Office on 08456 4040404 between 8.30am – 6.30pm, Monday – Friday. During evenings and weekends a duty press officer can be reached on 07919 057359.

5. The 12 exceptionally successful special schools in the report, described in more detail in the final section of the report, are:

• Ash Field School, Leicester City
  Physical needs with a mixture of medical, sensory, communication, intellectual, emotional and social needs – age range 4-19
• Cuckmere House School, East Sussex
  Social, emotional and behavioural difficulties, most pupils permanently excluded from their previous school – age 5-16
• Dacorum Education Support Centre, Hertfordshire
  Pupils excluded or at severe risk of being excluded from mainstream education – age 11-16
• Frank Barnes School for Deaf Children, Camden
  Primary school for deaf children – age 5-16
• Glyne Gap School, East Sussex
  Severe learning difficulties and autism – age 2-19
• James Brindley School, Birmingham
  Range of medical and educational needs – age 3-19
• Linden Bridge School, Surrey
  Autism – age 4-19
• Linden Lodge School, Wandsworth
  Special sensory and physical college – age 11-18
• Piper Hill High School, Manchester
• Profound multiple learning difficulties, severe learning difficulties and challenging behaviour – age 11-19
• Ravenscliffe High School, Calderdale
  Range of needs, students with SEN statements, moderate to profound or complex difficulties – age 11-19
• Tuition, Medical and Behaviour Support Service, Shropshire
  Behavioural, emotional and social difficulties, neurological conditions, learning difficulties and children presenting challenging behaviours – age 5-16
• Woodlands School, Blackpool
  Severe, profound and multiple learning difficulties and autistic spectrum – age 2-19

6.The first two reports in this series are:

• Twelve outstanding secondary schools - Excelling against the odds
• Twenty outstanding primary schools - Excelling against the odds