Castle School in Cambridge has undergone an inspection on May 14 and 15, 2024, resulting in an overall effectiveness rating of Requires Improvement. The quality of education is also rated as Requires Improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision are all rated as Good. The school serves a diverse population of pupils with a range of complex learning difficulties, and all students have an education, health, and care plan.
Pupils express enjoyment in attending school, appreciating the nurturing environment provided by staff who understand their individual needs. There is a sense of pride among students regarding the school’s values, and they demonstrate politeness and respect. Recent leadership changes have instilled a renewed aspiration for all pupils to achieve their potential, and many are beginning to learn effectively due to a revised curriculum. However, the implementation of these changes has not yet had sufficient time to take full effect, leading to some older pupils wishing for quicker progress.
The school environment is calm and well-ordered, allowing pupils to focus on their learning. During social times, students engage happily with one another, utilizing play equipment to enhance their physical development. The school offers a comprehensive enrichment program that broadens pupils' experiences and fosters independence, particularly for older students who gain valuable exposure to colleges and workplaces, aiding their transition to adulthood.
The school has made significant strides in redesigning its curriculum, particularly in English and mathematics, where teachers are well-prepared to deliver effective instruction. Reading is prioritized, with a new phonics scheme being implemented successfully from early years onward. Most primary pupils are becoming fluent readers, and those with specific communication needs receive skilled support. However, the secondary phase of reading instruction lacks development, with insufficient focus on comprehension and understanding, which hampers some pupils' overall achievement.
In other subjects, the curriculum updates are still in early stages, leading to inconsistencies in teachers' confidence regarding content delivery and its connection to future learning. While leaders have made efforts to improve assessment practices, some teachers struggle to identify gaps in pupils' knowledge, resulting in students occasionally moving on without fully grasping prior material.
Pupil behaviour is commendable, with staff adeptly managing individual needs and maintaining focus during lessons. Attendance is high, and students form strong friendships. The school promotes essential values such as respect and empathy, ensuring pupils feel confident and secure within the community. The careers program is well-structured, guiding students in their future pathways.
Governance has improved, with governors providing more rigorous challenges to school leaders and scrutinizing the impact of their actions. Staff express pride in their roles and collaborate effectively to support the school's vision of high achievement for all pupils.
The safeguarding arrangements are effective, ensuring a safe environment for all students. To improve, the school must finalize curriculum updates across all subjects, ensuring teachers are clear on the specific knowledge to be taught and assessed. Additionally, the secondary reading curriculum needs further development to enhance comprehension skills. Training for teachers should be expanded to ensure they can effectively support all pupils in achieving their learning goals. Overall, while the school has made commendable progress, there are areas that require focused attention to ensure all pupils can reach their full potential.
