St Rose’s Special School in Stroud, Gloucestershire, has been inspected on 14 and 15 November 2023, and the overall judgement remains good. However, evidence suggests that if a graded inspection were conducted now, the grade might not be as high. The next inspection will be a graded one. The school caters primarily to pupils with complex special educational needs and disabilities, ensuring their health and care needs are well met. Staff collaborate effectively to understand and support each pupil's individual needs, including the development of personalized communication plans. Pupils learn to recognize their feelings and communicate their needs, contributing to a safe and happy environment.
Despite these strengths, the school lacks a sequenced and ambitious curriculum for all pupils. The small steps necessary for learning are not clearly identified in much of the curriculum, leading to gaps in knowledge and skills acquisition. While the school organizes a variety of personal development opportunities, including participation in an orchestra and cooking activities, the curriculum does not adequately address the academic needs of all pupils, particularly those without Education Health and Care plans.
The school has a nursery provision and serves pupils from Reception to Year 14, all of whom have special educational needs. Their progress is measured against broad EHC plan targets, but the curriculum's breadth and depth are limited. This results in some pupils, especially those with less complex needs, not having their academic needs met. Gaps in curriculum content contribute to deficiencies in pupils' knowledge and skills, as they often experience therapy before learning about the concepts involved.
The school is beginning to refine its curriculum and support teachers in planning suitable learning activities based on accurate assessments. However, this initiative is still in its early stages and has not been implemented across all subjects. Leaders prioritize communication skills, and pupils are taught to use various forms of communication effectively. Regular reviews help staff identify pupils needing additional support.
Pupils enjoy engaging with stories and a wide range of books, with phonics instruction tailored to their knowledge levels. Reading for pleasure is encouraged through library visits and interactions with a therapy dog. The school fosters a positive atmosphere where pupils look forward to attending and participating in activities like business enterprise projects and assemblies. Collaboration with parents is effective in addressing barriers to attendance.
The safeguarding arrangements at the school are effective. However, to improve, the school must identify essential knowledge that pupils need to know and remember across all subjects, including early years and personal, social, and health education. The role of subject leaders needs further development to enhance educational standards across the curriculum. The school must ensure that the curriculum meets the academic needs of all pupils, including those in nursery without EHC plans and those with less complex needs. Overall, while St Rose’s Special School demonstrates a commitment to supporting its pupils, significant improvements are necessary to enhance the educational experience and outcomes for all students.
