Aspire School

Highlights from Latest Inspection

What is it like to attend this school?

The cheerful, eager sounds as pupils arrive at school illustrate how happy they are to be there. The friendly welcome from adults supports pupils calmly into school.

Staff skilfully manage these sorts of transitions throughout the day in a host of helpful ways. Pupils know what to expect and when, helping them to focus their energy and attention on their learning.

The school's mission, 'Individual for all, aspirational for everyone', is mostly well realised.

This ambition covers all aspects of pupils' learning and development. The individual needs of the youngest children are exceptionally well met. The school takes care to provide the appropriate environment... and approaches for pupils of all ages.

The curriculum is used flexibly to both promote pupils' 'special interests' or strengths and support their next steps. All of this ensures that pupils achieve well.

Many pupils develop impressive levels of focus, attention and control.

The school understands the root causes some pupils have in managing their emotions. It uses this understanding well to help pupils achieve the school's high expectations of behaviour. Pupils are understandably thrilled with the recent developments to the outdoor play areas.

These have greatly enhanced breaktimes and made them much more positive occasions.

What does the school do well and what does it need to do better?

As the school has continued to grow, the range and complexity of pupils' needs have changed. In response, the school has achieved much in developing a curriculum that is fit for purpose.

It has created three distinct 'pathways'. Each pathway is designed to meet pupils' needs and stages of development, whatever their age. This ranges from pupils just beginning to engage and focus their attention on learning activities to pupils studying different academic subjects.

The school's chosen approach is established most consistently and securely in pathways one and two. This accounts for most of the school. Pupils make demonstrable gains in their learning from communication, to mathematics, to their emotional development.

Staff use careful checks of how well pupils are doing to target next steps.

The pathways are especially well embedded in early years. Inviting, sensory activities motivate and inspire children to increasingly engage.

Adults skilfully promote the attributes that help prepare children for future learning. As soon as pupils of all ages are ready to begin accessing the next pathway, they are supported to do so. The school continues to work with all staff to establish everywhere the consistency of high-quality practice that is already evident in early years.

In pathway three, the school has identified an aspirational range of what it wants pupils to learn across subjects. Pupils are enthused by the range of topics and keen to share what they have learned. There is more to do, however, to refine choices about exactly what pupils need to learn to get better in some subjects.

There is real expertise in early reading. It has a high profile at all levels from early years onwards. When ready, pupils benefit from the well-taught phonics programme, with some quickly learning to sound out new words.

Staff target individual support for those who need extra help, however long the journey takes. Pathway three pupils were engrossed in their books as they made the most of a relaxing library session.

Pupils usually listen well to adults and follow the familiar routines.

The focus and attention of early years children in pathway two are impressive. Across the school, staff sensitively adapt their demands according to pupils' particular needs. This ensures that expectations of pupils' behaviour remain high but attainable.

Pupils' obvious enjoyment of school means attendance rates are high and continue to rise. The school uses multiple strategies to engage with parents and carers, valuing the many close partnerships it has formed. The school still strives to strengthen these links further.

Nurturing pupils' personal, social and emotional development threads through every aspect of school life. The provision links closely to pupils' individual learning plans and therapeutic needs. The school develops pupils' understanding of how to keep themselves safe and healthy.

A rich and varied offer dovetails pupils' own desires and interests with efforts to provide a broad range of experiences. These new opportunities range from cathedral visits to skiing. Pupils share their views through the school council and trust parliament.

Those with particular talents, or just an enthusiasm, can learn a musical instrument or participate in inter-school sports.

The trust and the school work constructively together to share expertise and secure improvements. There is a healthy balance of oversight, challenge and support.

The well-being of leaders and staff is a genuine focus at all levels. There is a strong sense of unity and teamwork.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Beyond early years, there are small variabilities in how well the curriculum is taught. This means that some pupils do not secure the intended learning as well as they could. The school and the trust should ensure that staff have the knowledge and expertise to implement the intended curriculum pathway approaches as expected.

• There is more to do in some subjects in pathway three to select the subject content that will help pupils make the best possible gains in their learning. This means that some pupils do not make as much progress through the curriculum as they could. The school and the trust should ensure that the most important aspects of what pupils should know and be able to do to progress well through the curriculum are clearly defined.