Billing Brook Special School

Highlights from Latest Inspection

Outcome

Billing Brook Special School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher is Nikki Kennedy. The school is part of Billing Brook School Academy Trust, a single-academy trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Matthew Lister.

What is it like to attend this school?

Billing Brook is a special place. Pupils describe it as 'kind, diverse and fantastic'. They feel happy and secure in school.

Staff help pupils to behave exceptionally well. Pupils learn to self-regulate and understand that some individuals may n...eed additional support to conduct themselves appropriately. This contributes to the inclusive culture of the school.

Pupils learn how to keep themselves safe at school, at home and in the wider community. They talk to staff if they are worried about something. They are confident that staff will help them to resolve any issues that may arise.

Pupils attend regularly as they do not want to miss their learning and the other experiences that the school provides. They participate in clubs, regulated play, trips and visits. All these activities purposefully broaden their knowledge and skills.

Pupils love attending the school. They value their learning and enjoy a range of subjects. They understand how what they are studying now will help them in adulthood.

They appreciate how knowledge of reading and mathematics are important life skills.

Staff have high expectations of every pupil. The carefully structured curriculum and the additional support pupils receive help them to achieve very well.

Pupils are prepared thoroughly for life beyond Billing Brook, and all move on to appropriate destinations when they leave the school.

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

The ambitious curriculum is embedded consistently and securely across the school. Pupils are helped to read, write, communicate and use mathematical knowledge through a variety of carefully selected activities.

Each part of the school, including early years and sixth form, helps to prepare young people well for their next stage of learning. Pupils benefit from studying an appropriately adapted curriculum through different pathways.

The school swiftly identifies pupils' needs correctly, and staff deploy a range of strategies to help all pupils succeed.

Staff have strong subject knowledge and present information clearly. They check pupils' understanding and give clear and direct feedback. Pupils enjoy their learning and are proud of their achievements.

They have highly positive attitudes and commitment to their education.

There is a sharp focus on ensuring pupils who are at the initial stages of learning to read gain the phonics knowledge and language comprehension they need to read. Pupils use a range of communication strategies, for example electronic devices, to make their views and wishes known.

This ensures that all pupils have a voice.

The school does all that it can to promote regular attendance. Most pupils are rarely absent, and others have vastly improved attendance.

The school's work with pupils, families, other schools and outside agencies has positively impacted attendance. Strong relationships and the school's 'team around the family' also have significantly impacted the school's culture.

Behaviour and attitudes are exceptional.

The school's focus on 'relationships and regulation' helps all pupils to behave consistently well. Pupils respond positively to high expectations, constructive relationships and clear routines. Staff skilfully address the causes of any inappropriate behaviour and prevent incidents from occurring.

Pupils are respectful and play a highly positive role in creating an inclusive environment throughout the school. Commonalities and differences are celebrated, and pupils support the well-being of others.

Staff consistently promote the extensive personal development of all pupils.

The school goes beyond the expected, so pupils access a rich set of coherently planned experiences. Trips and visits and outdoor education are planned carefully to support classroom learning.

Staff help pupils to develop strength of character.

Independence, communication, regulation, kindness, curiosity and belonging are deeply embedded in all that the school does.

The school's work to enhance pupils' spiritual, moral, social and cultural development is high quality. Pupils learn about a variety of people, cultures and religions.

The school promotes equality and diversity very well. Pupils are proud of who they are.

Staff provide excellent pastoral support.

Pupils are encouraged to eat healthily and take regular exercise. Staff actively promote pupils' emotional well-being and help them to develop a clear understanding of healthy relationships. Pupils receive appropriate relationships and sex education and understand consent.

The school prepares pupils well for adulthood and future success in education, training and employment. Pupils encounter a range of education and training providers and have meaningful opportunities to experience the world of work. They also receive high-quality careers education and clear advice on potential next steps.

Pupils and their families are made aware of a range of opportunities and supported to move on.

Leaders have a clear vision for providing high-quality education for all pupils. This is realised through strong shared values and practice.

Leaders make decisions in the best interests of the pupils. They have taken effective action to sustain and enhance performance across the school.

Leaders engage positively with staff and help them to reduce the risk of additional workload.

Leaders clearly explain the purpose of activities that they wish to be completed. Staff report high levels of support for well-being issues. They benefit from highly effective professional development opportunities to enhance their practice.

Staff are proud to work at the school.

Those responsible for governance understand their role and carry it out well. They are knowledgeable, experienced and committed to the school.

Governors ensure that the school has a clear vision, manages its resources well and fulfils its statutory duties. They provide leaders with appropriate support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be outstanding for overall effectiveness in June 2015.