Cuckmere House School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils often arrive at this school with significant disruption to their education.

Kind and caring staff have high expectations for pupils' achievements and wider success. They work with determination to understand pupils' individual social, emotional and mental health (SEMH) needs. Staff use a range of effective approaches to quickly minimise or remove the barriers that pupils face.

As a result, pupils feel valued, safe and happy. They achieve well from their starting points.

Pupils are proud to be part of this vibrant and inclusive school.

They grow to appreciate their differences and develop genuine friendships. There is a tangible sense of belong...ing here. Staff help pupils to manage their emotions by employing a range of carefully thought out strategies.

Pupils learn to reflect on their feelings and actions. This helps them to build their self-confidence, resilience and character.

Pupils have a wide range of opportunities to develop their interests and talents.

They relish the 'options programme', which includes activities, such as chess, cooking, indoor games and computing. Older pupils can also complete the Duke of Edinburgh award. The school provides rich experiences for pupils, which help them to grow in their understanding of the local area and beyond.

Pupils relish these and thrive as a result.

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

Since the last inspection, the school's curriculum has undergone vital improvements. This includes the design of the curriculum for pupils who attend Tower House, which provides specialist support for pupils with autism.

Across subjects, careful thought has been given to ensure that the important knowledge pupils are expected to learn is well considered. This means that new learning builds progressively. Older pupils achieve a range of nationally accredited courses and are well prepared for their next stage of their education.

The school has worked resolutely to ensure that reading is central to its curriculum. Across subjects, staff ensure that pupils have every opportunity to practise their reading skills and develop their vocabulary. An exciting range of texts are available to re-ignite pupils' love of reading.

Any gaps in pupils' phonics knowledge are identified accurately. They receive tailored support to help them catch up quickly. Consequently, pupils become confident and fluent readers.

Staff use information from pupils' education, health and care (EHC) plans to adapt the delivery of the curriculum. For example, staff use a range of effective strategies to help pupils visualise ideas clearly. This helps pupils to understand concepts more easily.

Staff make careful checks on what pupils know and need to learn next. However, in a few subjects, for some pupils, the school does not make use of its subject expertise effectively enough for all pupils. As a result, some pupils do not have the opportunity to learn as well as they could.

Pupils' behaviour is a strength. Staff are skilled at managing any unsettled behaviour effectively. As a result, the school is a calm and positive environment.

Pupils enjoy eating lunch together with staff. This fosters a sense of belonging among the close-knit school community.

The school works closely with pupils and their families to address barriers to attendance.

Nevertheless, some pupils do not attend school regularly enough. They miss out on important learning and wider experiences.

Pupils' personal development is a priority.

Effective careers advice and guidance supports pupils to develop a personal careers pathway. They learn about important topics, such as healthy relationships and how to look after their mental and physical well-being. Pupils enjoy their leadership roles as members of the school council, as reading champions, 'eco-warriors' or peer mentors.

Staff appreciate the school's work to reduce their workload and support their well-being. Trustees carry out appropriate checks to make sure statutory duties are met. However, they have not provided enough challenge over time.

They are taking action to address this. The trust is beginning to set up a local governing board, but this is at an early stage and has not made a tangible difference to the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school as regularly as they should. As a result, these pupils miss out on essential learning and vital school experiences. The trust should persist with determination to ensure that their ongoing work leads to further tangible improvements in pupils' attendance.

• In a few subjects, the school does not make use of its subject expertise to deliver the curriculum effectively. As a result, some pupils do not learn as well as they could. The trust should move forward with its actions to address this so that all pupils experience high-quality teaching across the curriculum and achieve strong outcomes.