Uplands School, located in Swindon, Wiltshire, is a special academy catering for pupils aged 11 to 19 with severe, profound, and complex special educational needs and disabilities. The school is part of the Brunel Academies Trust and operates under the leadership of Headteacher David Stevens. The recent inspection conducted on July 2 and 3, 2024, by Ofsted resulted in an overall effectiveness rating of Requires Improvement, a significant decline from its previous Outstanding grade. The quality of education was also rated as Requires Improvement, while Behaviour and Attitudes, Personal Development, and Sixth-form Provision received Good ratings.
The school emphasizes care and kindness, prioritizing the mental and physical health needs of its pupils. It aims to prepare students for future educational and life challenges. However, the inspection highlighted that further work is needed to ensure all pupils maximize their time at the school. The curriculum is designed to support pupils with special educational needs, focusing on fostering independence and resilience. While the curriculum raises expectations for pupil achievement, there are inconsistencies in its implementation, particularly for students in Years 7 to 11.
Staff at Uplands School express pride in their work, and there have been developments in curriculum and assessment since the last inspection. New subject leaders are increasingly supporting staff in understanding their subject areas. However, significant staff changes have hindered the effective implementation of the curriculum, leading to variations in the quality of education across different classes. The school has made efforts to align lessons with pupils' Education, Health, and Care plans, but many lessons focus more on completing activities than on achieving the intended learning outcomes.
The trust overseeing the school has not ensured that staff possess a thorough understanding of the curriculum's essential knowledge, which affects pupils' ability to recall prior learning and secure new knowledge. This gap has resulted in pupils sometimes repeating knowledge or engaging in activities that do not align with their capabilities. The school has introduced a phonics curriculum, but its implementation has not been consistent, leading to shallow phonics knowledge among some pupils.
Despite these challenges, the school has made strides in improving attendance and behavior monitoring, creating safe spaces for pupils during breaks, and fostering a positive social environment. The personal, social, and health education curriculum is comprehensive, with pupils able to recall important concepts related to healthy relationships and British values. Safeguarding arrangements are deemed effective, ensuring a safe environment for all pupils.
To improve, the school must focus on solidifying staff knowledge of the new curriculum and ensuring that pupils secure their understanding of important concepts. The trust needs to support staff in identifying and closing gaps in pupils' knowledge to enhance the overall quality of education. The school is in the early stages of implementing its curriculum, and ongoing support and development are crucial for achieving better outcomes for its pupils.
