Maintained special schools

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Maintained special schools provide education for children with complex needs. Many of these schools cater for pupils across a wide range of ages, from 3 to 19 years. Due to the complex and multiple additional learning needs (ALN) of pupils at special schools, their ability range varies considerably and is not necessarily related to their age.

The number of pupils at Wales’s special schools continues to grow year on year (Welsh Government, 2023). Our visits and inspections during 2022-2023 found that, overall, the care, support and guidance for pupils within the sector continued to be a significant strength. Inspectors found that schools maintained positive working relationships between staff members and pupils, which had a beneficial impact on the progress pupils made. In all schools inspected this year, family and community engagement was also a strength.

Although many pupils made sound progress from their initial starting points, at three of the schools inspected, quality assurance and self-evaluation activities did not focus well enough on pupils’ progress or the quality of teaching.

Special schools generally reported that the impact of the COVID-19 pandemic had continued to lessen during the year. However, challenges remained, such as the lower than usual attendance rates of some pupils. In addition, schools reported that, overall, the profile of pupils referred to them was becoming more complex, for example due to increased mental health needs.

Teaching and learning

At all maintained special schools inspected, most pupils made at least suitable progress from their initial starting points. Across all of the schools visited, pupils made appropriate progress in developing their independence skills in line with their abilities. This ranged from being confident and capable in self-care and dressing, to cooking meals and shopping independently on a budget.

Inspectors found that many pupils made particularly strong progress in improving their communication skills. This enabled them to access the curriculum, engage with each other, make choices and express themselves effectively. Generally, pupils made suitable use of digital technology to communicate and to support their learning. Where appropriate, they used eye-controlled assistive technology and tablet computers successfully to support their communication needs. However, at two of the schools inspected, staff members did not use pupils’ preferred communication strategies consistently enough to support their engagement and participation in learning. Overall, where relevant, pupils’ Welsh language skills development was inconsistent across the schools inspected. Inspectors found that pupils at one school made strong progress in developing these skills, but that pupils’ progress was too limited at two schools.

Across the seven schools inspected, inspectors found that collaborative curriculum planning was generally a strong feature that incorporated ideas on what to learn from both pupils and staff members. Each of the schools provided a curriculum that was suitably broad and balanced and generally prepared pupils well for their next stage of life and learning. Most older pupils gained a wide range of accreditation and meaningful qualifications to support the transition to the next stage of their lives. They successfully progressed to planned destinations that generally reflected their needs and abilities well. However, at two schools, learning experiences were not matched well enough to the needs of pupils. In addition, staffing capacity at one school was insufficient to fully meet the complex needs of some pupils. Recruiting and retaining suitably skilled support staff members continues to be a challenge for the sector.

Inspectors found that three of the schools inspected were making increasingly creative and highly effective use of outdoor learning environments. Pupils learned about nature; they grew plants and vegetables, built dens, engaged in muddy play and cooked food on outside fires. However, inspectors found that the outdoor space at one other school was unsafe for pupils, and this resulted in a well-being letter being issued to the school.

Each of the seven schools had developed appropriate systems to track the progress that pupils made over time. Where appropriate, these were being adapted in line with changes to the curriculum. However, three of the seven schools inspected did not use this information well enough to plan curriculum experiences and set individual targets for improvement.

Staff generally provided pupils with effective verbal feedback. However, at two of the schools, written feedback was not clear enough for pupils to know how to improve.

Care, support and well-being

The care, support and guidance provided by each of the maintained special schools inspected was a significant strength. All schools knew their pupils and their families well, and all worked effectively with other professionals to provide a service that was generally very well matched to the needs of pupils.

Inspectors found that, at each of the schools inspected, staff members had built highly effective relationships with pupils. They had created safe and nurturing environments where pupils were encouraged to develop and flourish. Pupils responded well to the structure and routine that their schools provided.

Overall, the respect that pupils showed to each other, to staff members and to visitors was a particularly strong feature of each of the schools. Pupils worked well alongside their peers, they celebrated each other’s successes and mostly enjoyed each other’s company. Over time, they learned to understand that pupils may think and act in ways that are different to themselves.

Across the schools inspected, pupils enjoyed and relished the opportunities provided to be involved in school councils and other pupil voice groups. Members of school councils represented the interests of pupils well. They became increasingly confident in expressing their views and presenting compelling arguments for improvements in their schools, including developing the curriculum offer.

Schools generally had very secure arrangements to support regular attendance. However, despite their best efforts, overall attendance remained below pre-pandemic levels.

Leading and improving

Overall, at each of the seven schools that were inspected, leaders ensured that the vision and ethos of their schools were formed around the best interests of their pupils. Leaders of maintained special schools continually adapted provision to meet the changing needs of pupils.

Inspectors found that arrangements for quality assuring the work of schools had largely returned to pre-pandemic norms. In the better examples, a full range of activity was used well to both monitor current improvement work and to determine areas for improvement going forward. However, during the learning walks and lesson observations they undertook, a few leaders did not focus well enough on the standard of pupils’ work and the progress they were making. In addition, these leaders’ evaluations of the quality of teaching were overly generous and lacked adequate focus on identifying areas for improvement.

Governors were generally knowledgeable about their school and its priorities. In the best examples, the skills and broad expertise that individual governors had were used well to help address improvement priorities. These governors could offer insightful support and challenge to school leaders on these priorities.

Across the sector, Inspectors found that the professional learning of staff members was generally a strength but was not always strategically planned. Staff members were increasingly involved in networks of professional practice. They accessed relevant courses and events to further improve and refine their knowledge and understanding of national priorities, including developments in the curriculum. Links with other providers, for example local further education colleges, were used to support the professional development of support staff.

All leaders managed their school budgets effectively and grant funding was used well for its intended purpose. However, there was significant variation in the funding available per pupil to maintained special schools across Wales (Welsh Government, 2022).

References

Welsh Government (2022) Budgeted Expenditure on Special Educational Needs (SEN) Provision: 2022-23. Cardiff: Welsh Government. [Online]. Available from: https://www.gov.wales/sites/default/files/statistics-and-research/2022-06/budgeted-expenditure-special-educational-needs-provision-april-2022-march-2023-004.pdf [Accessed 16 November 2023]

Welsh Government (2023) Schools’ census results: January 2023. Cardiff: Welsh Government. [Online]. Available from: https://www.gov.wales/schools-census-results-january-2023 [Accessed 17 November 2023]