Dorothy Goodman School in Hinckley, Leicestershire, is a special school catering for pupils aged 4 to 19 years, with a focus on those with complex special educational needs. The recent inspection, conducted on 25 and 26 October 2022, rated the school as good overall, with outstanding personal development. The school is part of the Open Thinking Partnership multi-academy trust and operates across seven sites, providing a nurturing environment where pupils are respected and encouraged to develop independence.
The leadership team at Dorothy Goodman School is ambitious for all pupils, maintaining high expectations from early years through to the sixth form. The quality of education is deemed good, with a strong emphasis on reading and phonics. Staff are well-trained and understand the needs of their pupils, ensuring that they receive appropriate support and resources. The school offers a variety of well-resourced learning environments, including sensory spaces and vocational facilities, which cater to the diverse needs of the students.
Pupils benefit from positive relationships with staff, contributing to a supportive atmosphere where they feel valued and cared for. Most pupils report happiness at school and feel confident that any issues, such as bullying, would be addressed effectively by staff. The personal development of pupils is a notable strength, with a well-designed personal, social, health, and economic education curriculum that prepares them for active citizenship and future employment.
While the school has made significant strides in curriculum development, some subjects are at different stages of implementation. Leaders have identified key knowledge for most subjects, but there are areas where clarity is lacking regarding what pupils are expected to learn and how their understanding is assessed. This inconsistency can lead to gaps in learning, as assessment systems are not fully developed to measure key knowledge accurately.
In the early years, leaders have established effective transition processes, ensuring that children settle quickly into school life. However, certain aspects of the early years curriculum require further development. The school maintains effective oversight of pupil progress, particularly in key stages four and five, where students are enrolled in appropriate courses. The vocational provision for post-16 students is well-resourced, although not all parts of the curriculum are consistently well-taught.
Pupil behavior and attitudes are generally good, with most students attending regularly. However, attendance in key stage five has been identified as an area for improvement, and leaders have plans in place to support these students. While staff manage individual incidents of poor behavior effectively, there is a need for more precise tracking of behavior patterns to enhance support plans for pupils.
The safeguarding arrangements at Dorothy Goodman School are effective, with a strong culture of vigilance established across all sites. Staff are well-trained, and safeguarding records are detailed, ensuring that pupils receive timely support when needed. Pupils feel safe and well-supported by adults in the school.
In summary, Dorothy Goodman School provides a good quality of education with outstanding personal development. While there are areas for improvement, particularly in assessment systems and curriculum consistency, the school demonstrates a commitment to meeting the diverse needs of its pupils and preparing them for future success. The leadership team is proactive in addressing challenges and ensuring that all pupils receive the support they need to thrive.
