Bader Special Academy, located in Edenthorpe, Doncaster, was inspected on March 1 and 2, 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behavior and attitudes, personal development, and leadership and management. This was the first inspection since the school opened in September 2020, and it serves pupils with special educational needs and disabilities, primarily those with communication and interaction needs.
Pupils enjoy attending Bader Special Academy and feel safe within its environment. They have positive relationships with staff, who are supportive and responsive to their needs. Bullying is reported to be rare, and when it does occur, it is addressed promptly by adults. The school generally maintains a calm atmosphere, although there are instances when behavior can become less orderly, particularly during transitions between classes. Most pupils demonstrate appropriate behavior and have good attendance, but some spend considerable time outside of lessons, which disrupts their learning.
The curriculum is currently under development, with leaders working to enhance its effectiveness. However, there are concerns regarding pupil engagement in some lessons, and younger pupils lack a clear understanding of their future educational and career pathways. Opportunities for learning about diverse cultures are limited, and the curriculum does not adequately prepare pupils for life in modern Britain. Staff members are reported to lack sufficient subject knowledge to deliver the curriculum effectively, although leaders are beginning to provide additional training to address this issue. Early career teachers receive strong support and coaching to develop their teaching practices.
While most pupils can articulate what they have learned, some exhibit gaps in their knowledge. Leaders are implementing systems to help address these gaps and improve retention of knowledge. The school has prioritized reading and phonics development, with consistent teaching practices across all key stages. However, a small number of pupils resist the reading support offered to them.
Leaders have high expectations for pupil behavior, and most pupils respond positively. Those needing additional behavioral support receive effective assistance, and staff maintain strong relationships with pupils. Support plans are in place for pupils with special educational needs, ensuring their individual needs are met. Although attendance is generally good, the lack of tracking for pupils leaving lessons to calm down raises concerns about lost learning time.
Pupils benefit from various educational visits and residential trips aimed at fostering independence and teamwork. However, the personal development curriculum does not sufficiently address spiritual, moral, social, and cultural education, leaving pupils with limited understanding of different faiths and cultures. There is also a demand for more comprehensive careers guidance to inform pupils about future opportunities.
The school is supported by a trust that is helping to develop governance. Most governors are new to their roles and are receiving training to enhance their effectiveness. Staff feel valued and supported, with a collaborative culture that encourages mutual coaching and assistance.
The safeguarding arrangements at Bader Special Academy are effective, with staff receiving ongoing training and being able to identify and report concerns promptly. Pupils feel confident in reporting any issues, knowing that staff will take appropriate action to ensure their safety.
To improve, the school needs to develop systems to track the frequency and reasons for pupils leaving lessons, ensuring that learning time is maximized. Additionally, targeted training for staff to enhance subject-specific knowledge is essential to address gaps in pupil learning. Finally, expanding opportunities for pupils to engage with diverse cultures and religions will better prepare them for life in a multicultural society.
