NCEA Castle School is a special school located in Ashington, Northumberland, catering for pupils with special educational needs and disabilities. The school has recently undergone an inspection, which took place on November 8 and 9, 2022. The overall effectiveness of the school was rated as good, with consistent ratings of good across various aspects including the quality of education, behaviour and attitudes, personal development, leadership and management, early years provision, and sixth-form provision. This was the first inspection under the Education Act 2005 since the school had not been previously inspected.
The school environment is described as warm and welcoming, where pupils are encouraged to achieve their best and feel proud of their accomplishments. Pupils report feeling safe and secure, with a low incidence of bullying, and they know that any issues will be addressed promptly by the staff. The relationships among pupils and between pupils and staff are characterized by positivity and respect. The school promotes inclusivity, with core values of love, inclusivity, goodness, hope, and truth being shared by both pupils and staff. Pupils are taught the importance of friendship, kindness, and independence.
The leadership team has made significant strides in enhancing the educational experience for pupils. They have introduced various curriculum pathways that cater to the diverse needs of the students, focusing on communication, reading, mathematics, physical development, and creativity. Teachers are dedicated to planning activities that build on pupils' prior knowledge and skills, ensuring that learning is meaningful and appropriate. New assessment processes have been implemented to track pupils' progress effectively, allowing for tailored learning experiences.
The early years environment is well-structured, providing a solid foundation for children, while the sixth form offers a supportive atmosphere where students are prepared for adulthood. Continuous professional development for staff has been prioritized, enhancing their expertise and ensuring that all pupils receive suitable learning activities. Collaboration with external professionals, such as therapists, further supports the staff in meeting the complex needs of pupils.
While the school excels in many areas, there are opportunities for improvement. The quality assurance processes for the curriculum need to be more robust, enabling subject leaders to better understand the strengths and weaknesses within their areas. Additionally, the personal development programme should be refined to include a broader range of opportunities for pupils, particularly in relation to fundamental British values and life in modern Britain.
The safeguarding arrangements at NCEA Castle School are effective, with well-trained staff who understand the specific needs of their pupils. Leaders monitor safeguarding cases closely and collaborate with external agencies to ensure timely support for pupils. The school’s commitment to the well-being and development of its pupils is evident, and staff feel valued and empowered in their roles.
Overall, NCEA Castle School demonstrates a strong commitment to providing a high-quality education for its pupils, fostering an inclusive and supportive environment. The leadership team is ambitious for the future, and with continued focus on curriculum development and personal growth opportunities, the school is well-positioned to enhance its effectiveness further.
