Ofsted conducted a short inspection of The John Fielding Special School on 31 January 2019, following its previous judgment of good in March 2013. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has made significant improvements over the past year, focusing on supporting staff to deliver a curriculum tailored to the needs of the pupils. Strong relationships between staff and pupils contribute to a positive school environment where pupils feel valued and respected. Parents and carers have expressed appreciation for the changes implemented by the new leadership.
Pupils are welcomed warmly into the school, with some encouraged to walk independently to their classrooms. Younger pupils engage well in their learning, with staff employing various strategies to support non-verbal pupils, such as using games, singing, and sensory resources. This approach allows pupils to make choices and respond effectively to activities, leading to good progress. Older pupils are actively involved in their local community, participating in a drama group and attending Boston College, where they learn about global festivals. The recent school leavers successfully secured places at the college to continue their education.
The leadership has creatively enhanced the quality of teaching by establishing apprenticeships for teaching assistants, enabling them to gain a deeper understanding of pupils' needs. Additionally, a foundation degree in special educational needs and disabilities has been developed at Boston College to support the professional growth of teaching assistants. The school has received recognition for its efforts in this area.
The inspection highlighted the effective communication between pupils and staff, which has strengthened teaching quality. Staff utilize various communication strategies, particularly for non-verbal pupils, ensuring that all pupils can participate in learning activities. Lessons are well-structured, and routines are familiar to pupils, allowing for efficient use of time and maximized learning opportunities. However, while the teaching of phonics is strong in early years, older pupils require more opportunities to develop reading fluency, and reading materials need to be better matched to their abilities.
Attendance at the school is slightly below the national average, with a higher proportion of pupils being persistently absent. The home-family liaison officer contacts families on the first day of absence, but procedures for monitoring prolonged absences need clarification to provide additional support for returning pupils.
The inspection concluded with recommendations for the school to enhance assessments of pupils' achievements, further develop older pupils' reading skills, and establish clear procedures for monitoring and improving attendance. Overall, the school demonstrates a commitment to continuous improvement and the well-being of its pupils, creating a supportive and effective learning environment.
