Castlewood School
Lanchester Way, Castle Bromwich, Birmingham, B36 9LF
Ofsted Report
Lanchester Way, Castle Bromwich, Birmingham, B36 9LF
Ofsted Report
Ofsted
Requires improvement
View Report
Pupils
92
Ages
4 - 16
Gender
Co-educational
Type
Academy Special
Head Teacher
Mr Trevor Scott
Castlewood School, located in Birmingham, caters to 92 students from year groups 4 to 16. The school boasts a 100% success rate in key stage 2, with all students achieving high scores. However, in terms of Special Educational Needs, only 6 disadvantaged students are accommodated, with no students possessing SEN statements or EHC plans.
In terms of academic performance, Castlewood School excels in reading with an average score of 101 and 67% of students reaching the expected standard. Writing skills, however, show room for improvement, with only 17% of students meeting the expected standard.
The school offers a range of extra-curricular activities to enhance students’ overall development. However, the lack of diversity in the student population, with 100% of students being boys, may limit the exposure to different perspectives and experiences.
Overall, Castlewood School provides a nurturing atmosphere with a focus on academic excellence. With a strong emphasis on reading and room for improvement in writing skills, the school is dedicated to the holistic development of its students.
In conclusion, Castlewood School in Birmingham offers a supportive environment for students to thrive academically and personally.
Students Reaching
Expected Standards
0%
National Average: 65%
Students Reaching
High Standards
0%
National Average: 11%
Castlewood School, located in Castle Bromwich, Birmingham, underwent an inspection on September 19 and 20, 2023. The overall effectiveness of the school was rated as requiring improvement, a continuation from the previous inspection. The quality of education, behavior and attitudes, personal development, and leadership and management were all assessed similarly. The headteacher, Trevor Scott, leads the school, which is part of the Manor Hall Academy Trust, overseen by CEO Richard Redgate and chaired by John Alexander.
Pupils at Castlewood School have mixed feelings about their experience. While many feel their needs are adequately supported, some express concerns about not being fully understood. The school offers various experiences to prepare students for future employment and education, which pupils appreciate. They enjoy visiting colleges and engaging in activities that align with their interests, such as automotive repair.
Classroom behavior is generally calm, and relationships between pupils and staff are mostly positive. However, there are instances of disrespectful interactions among pupils, and behavior management strategies are inconsistent. This inconsistency can lead to the escalation of negative behaviors. The school has high academic expectations and has implemented a curriculum that reflects these aspirations. However, the curriculum lacks a logical progression from primary to secondary education, resulting in a disjointed learning experience for pupils.
The curriculum is designed with clear end points in most subjects, aligning with national standards and providing opportunities for qualifications. Nonetheless, in some areas, knowledge does not build logically over time, hindering pupil progress. Reading is not consistently prioritized, although there is a system in place for teaching younger pupils. Older pupils who join the school at later stages often struggle with reading fluency, and the support provided is insufficient for them to catch up effectively.
Castlewood School caters to pupils with special educational needs and disabilities, with all students having an education, health, and care plan. The primary needs include social, emotional, and mental health challenges, as well as autism spectrum disorder. While the school regularly reviews these needs, there are gaps in understanding and support for some pupils, which affects their progress.
Some pupils demonstrate significant improvement in behavior over time, supported by clear management strategies. However, this support is not uniformly applied across the school, leading to inconsistencies in how unwanted behaviors are addressed. The school has a well-planned careers guidance program, and pupils are generally aware of future opportunities. Attendance strategies are effective, but the overall impact of various school initiatives is not consistently monitored, leading to a lack of clarity on what is working well.
The safeguarding arrangements are effective, though minor improvements are needed. The inconsistent application of behavior strategies can lead to situations where physical intervention is necessary, but the school does not systematically review these incidents to identify patterns. This lack of analysis means the school may not fully understand the implications of physical interventions on pupils.
To improve, the school needs to enhance its focus on evaluating the impact of its work, particularly regarding behavior management and reading support for older pupils. Additionally, a more consistent approach to understanding and addressing the specific needs of pupils with social, emotional, and mental health challenges is essential for fostering better learning outcomes.
Last Updated: 9 December 2024
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