Dukes Wood School

Strengths

• Pupils make steady progress from low starting points and achieve well personally and academically.
• Pupils gain appropriate qualifications and the vast majority move on to further education.
• Attendance has significantly improved for many pupils through a carefully crafted response to barriers.
• Lessons and social times are largely calm because of high expectations and positive relationships.
• Staff model respect, inclusion, safety and engagement, and act swiftly on bullying or discrimination.
• Rewards and reflection routines motivate pupils and support a fresh-start culture.
• The curriculum is broad and balanced, with a therapeutic offer that enables academic learning.
• Staff receive relevant training to meet pupils' complex needs and typically deliver the curriculum skillfully.
• The school is welcoming and highly inclusive, identifies barriers promptly and works closely with families and agencies.
• EHCP targets are closely monitored, broken into small steps and regularly reviewed.
• Leadership has been strengthened, staffing stabilised and staff training is checked for impact.
• The proprietor provides resources and challenge and ensures independent school standards are met.
• Staff feel valued and respected, and leaders respond effectively to workload concerns.
• Parents are unanimously positive about the school's impact on their children's life chances.
• Personal development and wellbeing are central, with PSHE covering mental health, risk, relationships and respect.
• Pupils benefit from a wide range of sports, arts, trips and challenges that build confidence.
• Careers advice, university and college visits prepare pupils well for life beyond school.
• Pupils feel safe, known and accepted, and have strong relationships with staff.
• Pupils learn to manage their feelings, take responsibility and use calm breaks sensibly.

Areas for Improvement

• Curriculum development is ongoing and leaders are still adapting it to the school's context and pupils' needs.
• Some less experienced staff are still developing the skills needed to engage pupils successfully in learning.
• The more flexible attendance approach for severely absent pupils is at an early stage, so its impact on the lowest attenders is not yet proven.
• A small number of pupils remain severely absent.

• Primary Schools
• Secondary Schools