The Chalet School, located in Swindon, is a special school catering for pupils with autism spectrum disorder and associated learning difficulties. The recent inspection conducted on May 10 and 11, 2023, revealed that the school requires improvement in several key areas, including overall effectiveness, quality of education, behavior and attitudes, personal development, and leadership and management. This was the first inspection under the Education Act 2005 since the school joined Brunel Academies Trust in December 2018.
Pupils at The Chalet School benefit from a caring and nurturing environment where staff form strong bonds with them. Many pupils express that they feel safe and supported, particularly in addressing friendship issues. Parents and carers also appreciate the school's commitment to their children's well-being. The outdoor spaces, including newly developed woodland and garden areas, provide stimulating environments for physical play and exploration, enhancing pupils' overall experiences.
Despite these positive aspects, the quality of education is not yet satisfactory. Recent improvements in phonics instruction are beginning to help pupils learn to read, but the curriculum remains underdeveloped in many subjects. Leaders are working to create a more relevant and logically planned curriculum, but inconsistencies in expectations hinder some pupils' progress. The school faces significant challenges in retaining and recruiting staff, which has led to ongoing staff turbulence. Trust leaders are aware of the impact of these staffing issues and have organized additional leadership support.
Leaders have a clear understanding of the school's strengths and weaknesses and have developed an action plan to address existing issues. However, the ongoing staff changes limit their capacity to tackle some weaknesses effectively. The curriculum lacks detail in several subjects, making it difficult for leaders to ensure that pupils learn and retain essential knowledge. In mathematics, for instance, varied implementation approaches lead to low expectations for pupil achievement, causing some to repeat concepts they have already mastered.
Behavior management also shows inconsistencies, with some pupils benefiting from clear routines while others do not receive adequate support to develop resilience and independence. This inconsistency can lead to disengagement when adult support is unavailable. Although leaders collect data on behavior incidents, they do not effectively analyze patterns, missing opportunities to improve behavior for some pupils.
The school has recently introduced a new assessment system to help staff track pupils' progress. However, individual learning needs are not clearly identified or reviewed, which can slow progress toward desired outcomes. Safeguarding arrangements are effective, with staff trained to recognize and report concerns about pupils' well-being. Nevertheless, leaders need to clarify the thresholds for contacting social services when concerns arise.
To improve, the school must ensure that the curriculum is well-sequenced and detailed across all subjects, allowing teachers to plan effectively. Consistency in behavior management and support for developing pupil independence is essential. Additionally, leaders need to establish clear systems for identifying and reviewing pupils' next steps in learning to maintain engagement and progress. Overall, while The Chalet School has a nurturing environment, significant improvements are necessary to enhance the quality of education and support for its pupils.
