Maintained special schools
Early Insights
Teaching and learning
Overall teachers have high expectations for pupils and plan learning experiences that allow many pupils to make appropriate progress in their learning.
What’s going well
- Most special schools have high expectations for all pupils. Staff know the needs of their pupils exceptionally well and develop strong relationships based on mutual respect and trust.
- In the most effective special schools, there is a clear rationale to the curriculum offer that includes, for example, input from parents and pupils. These schools provide a broad curriculum that is enjoyed by pupils. Staff create relevant opportunities for pupils to influence their day-to-day experiences.
- Overall, many pupils make appropriate progress relative to their starting points Where appropriate, many special schools ensure that their communication systems are well matched to the communication needs of pupils.
- In a few schools, curriculum planning and the high quality of teaching result in pupils making extremely strong progress in developing their skills. In a very few special schools, pupils’ creative, physical, and digital skills are strong.
What needs to improve
- In the majority of special schools there is too much variability in the quality of teaching and, as a result, teaching does not meet the needs of all pupils well enough.
- A few special schools have inadequate planning and limited opportunities for pupils to develop their writing skills.
- In part due to increased pupil numbers, the suitability and condition of buildings was highlighted in a minority of schools. Specialist teaching and support rooms, including independent learning areas, have been converted to additional classrooms and unsuitable areas of a school are being used by pupils to regulate their emotions.
Well-being, care, support and guidance
Care, support and guidance continues to be a strong feature in special schools and this impacts positively on pupils’ well-being and their families.
What’s going well
- Most special schools have exceptionally secure arrangements in place that provide highly effective care, support and guidance for pupils. As a result, many pupils are happy and safe.
- Many special schools have strong and well-established relationships with a range of health professionals. Pupils benefit from not having to leave school to attend appointments. In addition, school staff benefit from the expertise and advise on supporting pupils’ health and medical needs.
- The majority of special schools have well-developed support for pupils and families through wellbeing teams.
- Most special schools have a strong safeguarding culture that underpins all aspects of the schools’ work.
- Most pupils have very strong attitudes to their learning and the behaviour of many pupils is exemplary. The most effective special schools develop the confidence of their pupils through meaningful leadership roles.
What needs to improve
- A few schools do not provide adequate access to hydrotherapy provision and lack a clear understanding of the role of the school nursing service, which limits the benefits for pupils and their families.
- In one school we reported that staff have insufficient understanding of the reasons for challenging behaviour and that the school faces challenges with poor attendance.
Leading and improving
Overall, leaders remain committed to meeting the needs of learners. However, they do not always plan for improvement well enough.
What’s going well
- Leaders in the schools inspected provided caring, thoughtful, compassionate and effective leadership.
- Where leadership is particularly strong, leaders have secured a clear, shared and understood vision for the school, focused on improving outcomes for all pupils. Leaders, including governors, know their schools very well and accurately identify strengths and areas for improvement and act on these. Overall, governors are effective in their role as critical friends to the headteacher.
- The most effective special schools have developed a strong sense of identity in their communities. They are organisations where pupils and staff have a strong sense of belonging, supported by a culture and practices that enable all to thrive.
- Leaders create opportunities for, and trust staff to, innovate. Valuable and relevant professional learning opportunities are a key feature in developing capable and highly motivated staff.
What needs to improve
- A majority of special schools do not use a range of first-hand evidence to accurately identify and plan for improvement.
- In a few schools, governing bodies are not effectively supporting or holding headteachers accountable.
Overview of recommendations from inspections
In the 2023-2024 academic year, Estyn inspected 10 maintained special schools.
5
Five schools were given a recommendation about improving or strengthening their self-evaluation and improvement planning.
3
Three schools were given a recommendation about providing opportunities for pupils to develop skills, such as writing, independent living, and literacy skills.
2
Two schools were given a recommendation to improve attendance.
2
Two of the weaker schools were recommended to strengthen or improve teaching.
2
Two schools were given a recommendation about leadership.
Other recommendations included working with partners, addressing safeguarding concerns, strengthening the role of the governing body, and strengthening assessment processes.