Mossbrook School, located in Sheffield, South Yorkshire, has been recognized as a good school following its recent inspection. The school is known for its inclusive and welcoming environment, where pupils express enjoyment in attending. Strong relationships between pupils and staff are evident, with staff demonstrating a deep understanding of each pupil's needs. Pupils report feeling safe and trusting the adults in the school to support them with any concerns they may have. Parents and carers appreciate the expert assistance provided by the staff, highlighting the school's commitment to supporting and advocating for all children to help them thrive.
Pupils at Mossbrook School make timely progress towards their personal goals, with most achieving well in relation to their learning targets. The behavior of pupils is commendable, as they interact respectfully and calmly with one another. Staff play a crucial role in helping pupils communicate their needs effectively, intervening early to address any distress and maintain a calm environment. The school has high ambitions for all pupils, integrating personal development into the daily curriculum. Pupils learn about safety, healthy eating, fitness, and online safety, with individual plans tailored to help them acquire the necessary knowledge and skills for their learning stages.
The curriculum pathways at Mossbrook School are designed to meet the complex needs of pupils effectively. Staff have carefully considered the essential knowledge and skills that pupils should learn. The 'adventurers' pathway offers a broad curriculum, allowing pupils to build their knowledge and skills over time. However, there are areas within this pathway where the curriculum does not fully enable all pupils to achieve their best. Across all pathways, lessons are planned with consideration for pupils' additional needs, although some activities may not always align closely with what pupils need to learn, potentially hindering their focus on core learning objectives.
The 'engage' and 'explorer' pathways provide positive learning experiences, particularly for younger pupils and those with sensory and communication needs. Staff effectively implement advice from therapists and other professionals, enhancing communication through tools like core vocabulary boards. This approach has reduced frustration among pupils and facilitated their learning progress. Individual plans support pupils in reaching their education, health, and care targets, although there is some inconsistency in how staff assess progress, which can affect the sharpness of targets set for pupils.
Reading is prioritized at Mossbrook School, with staff promoting engagement with language and literature through various methods. Pupils experience environmental sounds, rhymes, and sensory stories that enhance their interaction with books. While some pupils benefit from a phonics-based reading program, a small number of confident readers do not receive adequate support to further develop their reading skills.
The school has undergone significant leadership changes recently, with leaders collaborating effectively with governors to maintain a focus on improvement. Staff express positive sentiments regarding the support they receive for their workload and well-being. The safeguarding arrangements at Mossbrook School are deemed effective, ensuring a safe environment for all pupils.
To improve, the school needs to ensure that the curriculum for pupils on the 'adventurer' pathway is sufficiently challenging and that careful thought is given to how reading support is provided. Additionally, there should be a focus on ensuring that tasks in lessons are well-matched to pupils' prior knowledge and skills to facilitate their understanding of core learning. Consistency in the assessment of pupils' progress is also essential to ensure that all pupils receive the most relevant next steps in their learning journey.
