Cicely Haughton School, located in Wetley Rocks, Stoke-on-Trent, is a primary special school catering for pupils aged four to eleven. The recent ungraded inspection conducted on May 10 and 11, 2023, confirmed that the school maintains its overall outstanding judgment. However, the evidence gathered suggests that if a graded inspection were to occur now, the outcome might not be as favorable. Inspectors have recommended that the next inspection be a graded one.
The school provides an engaging learning environment, with ample indoor and outdoor spaces that motivate students. Pupils particularly enjoy the BMX track, which enhances their learning experience. Many students and their families have previously faced challenges in other educational settings, and Cicely Haughton School offers them a fresh start. The staff quickly establish strong relationships with pupils and their families, fostering a sense of value, happiness, and safety. Parents and pupils alike express that the school has significantly impacted their lives, with students eager to attend.
Leaders at the school are dedicated to delivering an ambitious curriculum for all pupils. However, this ambition is not consistently realized across all subjects and for all groups of students. While early readers receive adequate support in developing phonics skills, there is a lack of careful planning regarding how to nurture pupils into confident readers who enjoy books. Expectations for pupil behavior are clear, and most students adhere to these standards. Although instances of bullying occur, staff respond promptly to address any issues. Many pupils show marked improvement in their behavior and attendance.
The school offers a wide range of well-planned trips that pupils greatly appreciate. Leaders are ambitious for every student and have identified both strengths and areas for improvement within the curriculum. Staff report that leaders are mindful of their workload and provide necessary support. Changes have been made to enhance certain subjects, such as phonics and personal, social, health, and economic education, resulting in coherent planning and sequencing. However, some subjects still require better sequencing and consideration of how pupils can build on their existing knowledge.
Leaders have invested in published schemes to enhance teachers' understanding of the curriculum, but there is a need for better monitoring of how these schemes are implemented. Not all pupils receive a curriculum that meets their additional needs, particularly in mathematics, where the curriculum may not challenge higher-attaining pupils or adequately support those with special educational needs and disabilities. Consequently, not all pupils achieve their full potential.
Assessment practices are effective in identifying pupils' starting points and placing them in appropriate groups. Ongoing assessments help teachers identify students needing extra support, allowing for targeted interventions. The school is proactive in identifying and addressing the needs of pupils with special educational needs, ensuring that appropriate provisions are in place.
Leaders are working to reduce disruptive incidents, focusing on helping pupils improve their behavior and become responsible citizens. Staff support students in making better choices, and the school’s reward systems are consistently applied. During the inspection, low-level disruptions were infrequently observed.
Pupils learn about various faiths and cultures through a well-structured PSHE program, which also teaches them about rules and respect for others. Activities such as residential trips and day visits enhance their understanding of the world and foster independence.
The safeguarding arrangements at Cicely Haughton School are effective, with leaders and staff prioritizing pupil safety through regular training and vigilant follow-up on concerns. The curriculum reinforces safety messages, enabling pupils to articulate how to keep themselves safe confidently.
While the school has many strengths, there are areas for improvement. Leaders need to develop a more rigorous approach to teaching reading beyond phonics and ensure that the mathematics curriculum meets the needs of all pupils. Additionally, there is a need for better evaluation of the curriculum's implementation across subjects to ensure consistent quality and support for all learners.
