The Cedars Academy, located in Low Fell, Gateshead, is recognized as a good school following its inspection on January 18 and 19, 2023. The school caters to pupils with special educational needs and/or disabilities, providing tailored educational pathways across its two sites. This thoughtful design allows for individualized support, enabling teachers to effectively plan lessons that meet the diverse needs of all students. The staff at Cedars Academy demonstrate a deep understanding of each pupil, fostering strong, caring relationships that contribute to a positive learning environment.
Pupil behavior is commendable, with most students exhibiting exceptional conduct. They navigate the school calmly and respectfully, although some individuals face challenges with self-regulation. Staff members are skilled in addressing these needs, employing patience and support to help students learn self-regulation strategies. Instances of bullying are rare, and when they do occur, staff respond swiftly to ensure a safe environment for all pupils. The trust pupils have in their teachers is evident, as they feel comfortable seeking support for any concerns.
The high expectations set by the staff encourage pupils to strive for their best. Parents and carers express overwhelming positivity about the school, highlighting the dedication of the staff in supporting each child's unique needs. The school leaders possess a comprehensive understanding of their pupils, recognizing the wide range of specific needs present. Some students benefit from a highly specialized curriculum, and leaders ensure that staff are well-informed about the advice provided by therapists and other professionals.
The curriculum at Cedars Academy is meticulously planned, outlining clear expectations for what pupils should learn across all subjects. This structured approach facilitates the gradual development of knowledge and skills over time. Staff adeptly adapt the curriculum for pupils with more complex needs, incorporating exploration into lessons to enhance learning. For instance, in mathematics, students engage in real-world experiences, such as visiting local shops to practice money management and develop independent life skills.
Reading is prioritized from the earliest stages, with a carefully considered approach that progresses from shared stories to fluent reading of texts aligned with GCSE pathways. The selection of books is tailored to match pupils' reading abilities and interests, promoting engagement and literacy development.
While the curriculum is effectively implemented in most subjects, some areas require further development. A small number of subject leaders are new to their roles and are still in the early stages of monitoring their subjects. This has resulted in inconsistencies in the teaching quality across certain subjects, which school leaders are actively working to address.
Pupils' personal development is well-supported through various enrichment activities, including sports clubs and sensory experiences. The school also organizes trips, including international excursions, which enhance the educational experience.
Staff express high levels of satisfaction regarding the support they receive from school leaders, who prioritize their well-being and workload management. The board of trustees is committed to providing effective oversight and support for the school's ongoing development.
The safeguarding measures in place are robust, with a strong culture of safety evident throughout the school. Leaders ensure that all necessary checks are conducted during staff recruitment, and ongoing training equips staff to handle safeguarding concerns appropriately. Activities are designed to educate pupils about safety in a manner that is relevant to their specific needs.
In summary, The Cedars Academy continues to demonstrate its commitment to providing a supportive and effective educational environment for pupils with special educational needs. The school excels in fostering positive relationships, maintaining high expectations, and implementing a well-structured curriculum, while also recognizing areas for improvement in certain subjects and leadership roles.
