phone: 0114 3053121
headteacher: Mrs Sacha Schofield 2:1 Med
25 boys 43%
30 girls 52%
Last updated: Oct. 1, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- OSGB coordinates
- Easting: 443337, Northing: 383330
- GPS coordinates
- Latitude: 53.345, Longitude: -1.3505
- Accepting pupils
- 5—18 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 6, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Sheffield South East › Beighton
- Urban > 10k - less sparse
- SEN priorities
- Hospital School
- Special classes
- Has Special Classes
- Sixth form
- Has a sixth form
- Learning provider ref #
- 0.5 miles Reignhead Primary School S201FD (287 pupils)
- 0.6 miles Waterthorpe Infant School S207JU (212 pupils)
- 0.6 miles Emmanuel Anglican/Methodist Junior School S207JU (172 pupils)
- 0.6 miles Westfield School S201HQ (1313 pupils)
- 0.6 miles Emmanuel Anglican/Methodist Junior School S207JU
- 0.7 miles Rainbow Forge Primary School S124LQ (247 pupils)
- 0.7 miles Beighton Nursery and Infant School S201EG (339 pupils)
- 0.7 miles Brook House Junior School S201EG (330 pupils)
- 0.9 miles Carter Lodge School S124LQ
- 0.9 miles Rainbow Forge Junior School S124BQ
- 0.9 miles Rainbow Forge Infant and Nursery School S124BQ
- 1 mile Shortbrook Primary School S208FB (125 pupils)
- 1 mile Shirebrook Primary School S137PG
- 1.1 mile Brunswick Community Primary School S137RB (461 pupils)
- 1.1 mile Hackenthorpe Village Infant School S124LR
- 1.2 mile Halfway Nursery Infant School S203GU (201 pupils)
- 1.3 mile St John Fisher Catholic Primary School S124HJ
- 1.3 mile St John Fisher Catholic Primary School, A Voluntary Academy S124HJ (213 pupils)
- 1.5 mile Aston Fence Junior and Infant School S139ZD (212 pupils)
- 1.5 mile Mosborough Primary School S205ES (367 pupils)
- 1.5 mile Halfway Junior School S204TA (174 pupils)
- 1.6 mile Woodhouse West Primary School S137BP (322 pupils)
- 1.6 mile Birley Spa Community Primary School S124QE (499 pupils)
- 1.7 mile Swallownest Primary School S264UR (210 pupils)
Beighton Community Hospital, Sevenaires Road, Sheffield, South Yorkshire, S20 1NZ
|Inspection dates||24–25 March 2015|
|Overall effectiveness||This inspection:||Outstanding||1|
|Leadership and management||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Sixth form provision||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| The headteacher and her team, with the support |
The vast majority of students make outstanding
Exceptional care, guidance and support provided
The quality of teaching and learning is never less
Provision for students who experience specific
of a very effective governing body, have led the
school to a position of great strength since it was
progress from their starting points in English and
mathematics, despite significant barriers to their
learning. Many students complete their GCSE
examinations or other external accreditations
successfully; a number return successfully to their
by the combined efforts of educational staff and
health professionals lead to immense benefits for
students who experience mental health needs.
than good, because staff plan lessons that always
take account of students’ individual needs.
difficulties in their reading or their understanding
of numbers is exceptional. Students receiving this
targeted support make outstanding and rapid
| Students’ behaviour and attitudes in lessons are |
The sixth form is outstanding because staff ensure
The spiritual, moral, social and cultural
Senior and middle leaders check on the quality of
Governors ensure that staff are held fully to account
School development-planning is clear in its intent,
never less than good. Staff manage behaviour
extremely well and ensure that all students are safe
that work is carefully matched to meet individual
needs. The vast majority of students advance into
further education, employment or training.
development of students is promoted extremely
well across all subjects and in other aspects of
teaching and learning with great commitment
leading to significant improvements, for example in
the teaching of reading and writing in all subjects.
for their work. They also support regular training
opportunities which lead to continual improvements
in the quality of teaching and support for students
but could be further strengthened through more
precise targets and outcomes.
Information about this inspection
- The inspectors visited all teachers, support staff and classes. They used a mixture of lesson observations
and short visits to look at particular aspects of the school’s work. One lesson was observed by an
inspector jointly with the headteacher.
- The inspectors held meetings with the headteacher, deputy headteacher and senior staff, three governors,
and three health professionals. An inspector held a telephone conversation with the local authority
- An inspector observed two morning meetings about the students between school staff and health
- One inspector met with a group of older students.
- Inspectors heard primary pupils and older students reading with teaching and support staff.
- Inspectors observed students’ behaviour in lessons and around school, including break time.
- Inspectors read through a range of documents about the school’s work, including the school development
plan, self-review report, information about pupils’ achievements and progress, safeguarding, health and
safety and behaviour policies, subject policies, attendance and behaviour records and governor meeting
agendas and minutes.
- Inspectors were able to speak with three parents in school.
- There were insufficient responses from the Ofsted online questionnaire (Parent View) for inspectors to
- Inspectors received eight returns from the staff questionnaire about the school.
|John Ashley, Lead Inspector||Additional Inspector|
|Pauline Pitman||Additional Inspector|
Information about this school
- The school provides for 41 students between 5 and 18 years, including four students in the sixth form.
Students experience a range of mental health difficulties and some have additional complex needs, such
as autistic spectrum disorders, behavioural, emotional and social difficulties, specific learning difficulties
and speech and communication difficulties. A small number have statements of special educational needs
because of their complex learning and behavioural needs.
- The majority of students are of White British heritage.
- The proportion of pupils who are supported through the pupil premium varies according to the level of
admissions to and departures from the school. The school does not receive pupil premium funding as this
goes to the schools from which the students have come. The pupil premium is additional funding that
schools receive for pupils who are known to be eligible for free school meals and those who are looked
after by the local authority.
- The school comprises four ‘lodges’: Sapphire Lodge, a 14-bed inpatient and five-day patient unit for young
people aged 14 to18 years with complex emotional, mental health and behavioural difficulties; Emerald
Lodge, a nine-bed inpatient and three-day patient unit for young people aged 10 to14 years with complex
emotional, mental and behavioural difficulties; Ruby Lodge, a seven-bed inpatient unit for young people
aged eight to 18 years with a combination of mental health and learning difficulties; and Amber Lodge, an
eight-day place unit for young people aged five to 12 years, most of whom have a statement of special
educational needs because of their behavioural, emotional and social difficulties.
- The school belongs to a ‘soft’ federation with other special schools in Sheffield.
- The school provides outreach support to mainstream schools where students have difficulties in attending
- The school has links with Sheffield University and Sheffield Hallam University through regular student
placements at the school.
- The school has links with Sheffield TaMHS (Targeted Mental Health Service) for mental health research
and training purposes.
- The headteacher is part of the local authority team to develop the inclusion strategy in Sheffield.
What does the school need to do to improve further?
- Ensure that school development targets and activities can be measured with greater precision.
|The leadership and management||are outstanding|
- The areas for improvement from the last inspection have been addressed fully by the headteacher and her
team. As a result, middle leaders are now very knowledgeable about the quality of teaching and the
progress being made by different groups of students in each subject. Staff make use of a comprehensive
range of information, including reading, spelling and mathematics assessments about each student in
planning lessons, so that students achieve to the best of their abilities.
- The school has a very welcoming environment. Each morning, the ward-based health staff meet with
school staff to share any issues or concerns about the students. Teaching and support staff provide safe
and secure classrooms in which students develop self-confidence and excellent attitudes to learning.
- Education and health staff work relentlessly to encourage students’ attendance in school. Attendance has
improved. As a result, the vast majority of students become used to the expectations and routines of
school life and make good or outstanding progress in their work and behaviour. The majority make
successful returns to their families and mainstream schools.
- Senior and middle leaders work together extremely well to ensure that all staff think about their work in
lessons and how they might develop and improve outcomes for students. Teachers have explored
different methods of assessing students’ abilities in English and mathematics so that now there are very
clear systems in place. The checking on teaching completed by leaders has witnessed an increase in
outstanding practice since the last inspection. Inspectors’ findings on this occasion reflected this
exceptionally positive picture.
- The school’s self-evaluation document is thorough and comprehensive. Leaders, including governors, have
worked together on its production so that it presents an accurate view of the school’s work. The school
development plan is clear in terms of what needs to be done to sustain or strengthen some of the school’s
work, but lacks precision with regard to its success measures.
- The policies and procedures that are in place for staff performance management, including for support
staff, are very comprehensive and overseen extremely effectively by governors. Staff, including the
headteacher, are held to account for their work in the classroom or with regard to their roles and
responsibilities. Governors support the continual professional development of staff so that they bring new
skills into the classroom to benefit the students, for example in supporting those who have specific
reading or number concept difficulties.
- The curriculum provides a wide range of opportunities for students who have a diverse range of needs,
thus ensuring the school’s commitment to equal opportunities. As a result, the most able students can
resume their GCSE or A-level work either through test papers or short courses. Students also have access
to subjects such as art and design technology, music, PE and online learning. Students are able to
complete work-based learning, often on site. Primary pupils and students in Key Stages 3 to 5 enjoy
enriching experiences when they attend residential trips to Whitby or when exploring moon landing
evidence at the local museum as part of a space project. The development of students’ reading, writing
and communication skills across different subjects is also clearly evident.
- The spiritual, moral, social and cultural development of students is promoted extremely well because staff
are exceptional role models for students. There are regular opportunities for students to express their
views and opinions, for example during sex and relationship lessons. Students learn to develop the British
values of empathy and tolerance when offered these opportunities.
- Partnership working with other agencies in support of the students is exceptionally effective, especially
with regard to the work of health professionals – so much so, that teachers and nursing staff work
together in lessons to combine their teaching and therapeutic skills. As a result, new students are
supported extremely well both emotionally and academically when they arrive. Parents interviewed say
how grateful they are for the care and support that they and their children have received and that ‘the
staff are amazing’.
- The local authority provides only ‘light touch’ support for the school and judges it outstanding in all
- The governance of the school:
The governing body has recently been re-constituted so that there is a new Chair of Governors and four
committees. All governors have completed a skills audit and benefited from relevant training, including
safer recruitment and safeguarding training. There is a named governor for safeguarding who ensures
that the school’s arrangements for keeping students and other personnel safe are strong. Governors are
skilled and knowledgeable, bringing a range of professional backgrounds to bear in overseeing the work
of the school. Financial management is sound; bearing in mind that funding varies year by year.
Governors know that pupil premium money and Year 7 catch-up funding does not come directly to the
school. However, they know that disadvantaged students are making progress comparable to that of
their peers in school in English and mathematics, based upon school assessment information. They are
fully aware of the outstanding progress made in reading and writing by pupils with specific learning
difficulties. Governors know that the small amount of sport funding has been used to purchase trikes
and bicycles for primary pupils so that they can develop their play and social skills.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of students is outstanding. Staff are extremely skilled in encouraging students with
significant barriers to learning into school and into the classroom. Students interviewed say that staff
know them well and that they feel cared for and supported in school and lessons.
- Most students develop outstanding attitudes to learning and, with growing confidence, begin to partake in
group discussions or reading games. Even students with challenging behaviour conform well to staff
expectations and instructions, for example when brought back quickly to a reading task following a period
- Students arrive calmly into school, either from the wards or as day students. They show respect to each
other and staff throughout the day. There is a similar atmosphere at the end of the day. Any occasional
misbehaviour is managed swiftly and sensitively because of high levels of supervision and the great skills
- Students benefit from individual behaviour plans to which they contribute. As a result, clear boundaries
are set and referred to consistently.
- The daily meetings between health and school staff ensure exceptional sharing of information that helps
to inform staff lesson-planning on a given day. Adaptations can be made quickly in terms of grouping
arrangements or activity. On occasion, nursing staff will sit in lessons to offer emotional support. This
helps to reassure and calm vulnerable students.
- Each student’s attendance is tightly monitored as part of his or her individual plan. Attendance improves
as students respond to therapy received and strong teaching and support in lessons.
- Students look after their school. Displays are bright, attractive and unspoilt. The rooms and corridors are
maintained well, clean and free from graffiti.
- The school’s work to keep students safe and secure is outstanding. The staff team seeks students’ views
about behaviour and bullying regularly. Students interviewed say that staff deal very effectively with any
concerns so that bullying is not seen as a concern in school.
- Students interviewed say that they receive information and understand about cyber-bullying, radicalisation
and sexual exploitation online through PSHE (personal, social and health education) lessons. They are also
taught about the dangers of drugs and alcohol.
- Safeguarding arrangements are extremely thorough. Staff receive regular update training and ensure that
supervision around school is tight.
- The premises are very secure and arrangements for admitting visitors to the school are secure.
|The quality of teaching||is outstanding|
- Checks of teaching by senior and middle leaders has led to sustained improvements since the last
inspection so that now teaching is never less than good. Inspectors agree with the school’s judgement
that the quality of teaching overall is outstanding.
- Students interviewed say that there is a ‘more open atmosphere’ and that ‘staff understand us’ so that
they feel more confident, for example when partaking in class discussions. Inspectors agree that the
atmosphere in classrooms is consistently calm and supportive of learning and emotional well-being.
- In the primary department staff work extremely well to establish clear routines and expectations which are
understood by pupils. Pupils know that ‘choice time’ is something to be earned once they have completed
a reading, writing or number task. It is clear that pupils begin to concentrate and work hard when learning
new words because staff explain what they are learning and why and how well they are doing. Staff adapt
their explanations or questioning skilfully so that pupils with differing levels of understanding engage well
in the lesson.
- Teaching and support for pupils with a disability or with special educational needs is carefully pitched to
ensure that pupils become involved in learning and develop improved attitudes in lessons. For example,
students with autistic spectrum disorders showed enjoyment and understanding when sharing and acting
out a story about a teddy and his car seat belt. Staff’s deep insight into the learning, emotional and
behavioural needs of students ensures that students make small steps of progress in terms of on-task
behaviour or being able to recount parts of a story.
- At Key Stage 3 and Key Stage 4 students engage well and make progress because teachers make
excellent use of accurate assessments of students’ levels in mathematics and English. Teachers and
support staff respond sensitively when students ask for assistance, but encourage and challenge them to
work independently. This was observed when students researched the meaning of scientific terms or when
they used their understanding of numbers to solve fractions problems.
- Specialist teachers in the teaching of literacy to students with specific learning difficulties make
exceptionally effective use of accurate information about students’ abilities to plan lessons. Students
respond enthusiastically when asked to observe, remember and record a number of presented objects or
letters. They know that they are being taught to remember simple strategies to remember new
information in future lessons.
- The use of fossils and shells in a science lesson led to students questioning the teacher about how old
they were and how they were formed. Because of excellent teacher knowledge and skills in questioning
and explaining, students became absorbed in finding out about the ‘carbon cycle’.
- Students respond very well to teachers’ written and verbal feedback about their work. They are
encouraged to listen and follow up any mistakes or errors in all subjects, especially in their spelling,
punctuation or grammar.
- The spiritual, moral, social and cultural development of students is central to all lessons. Opportunities in
personal, social and health education (PSHE) lessons are provided for students to air their views and,
importantly, to listen to the views of their peers so that they learn tolerance and respect.
|The achievement of pupils||is outstanding|
- On arrival to the school, many students have had to cope with challenging and often traumatic
experiences, mostly with regard to their mental health. Many students have additional complex needs
such as autistic spectrum disorders or learning and behavioural difficulties. From their individual starting
points, the majority of students, including disadvantaged students, make good or outstanding progress in
English, mathematics and, importantly, in terms of their behaviour, attendance and emotional well-being.
- When students leave, many of the most able have resumed some of their GCSE studies to then gain
accreditation at this level. Other vulnerable or less able students succeed in achieving functional skills
accreditation in English and mathematics, certificates in food safety and hygiene or online qualifications in
first aid, money matters or time management. Over the past three years, the vast majority of leavers have
moved on to further education, employment or training.
- Since the last inspection, senior and middle leaders have ensured that all teachers have clear information
about students’ individual needs and abilities in reading, spelling and mathematics. This information is
used to provide individual learning and behaviour plans which are then incorporated into class lessons or
- More able primary pupils make good use of their knowledge of letters and the sounds that they make in
their reading and spelling activities during a space topic. In mathematics, they are able to select and add
different numbers together to make the same amount, demonstrating good mathematical thinking skills.
Less able pupils respond very well to sensitive guidance and support with reference to visual prompts
when sharing a story.
- Students in Key Stage 3 and Key Stage 4 demonstrate good independent reading and writing skills, for
example when writing up an account in science. They routinely correct their spelling across different
subjects, including subject-related terms. They ask questions of their teachers about particular terms, for
example ‘respiration’, when talking about the ‘carbon cycle’ in science.
- Because of accurate checks made on students’ abilities in mathematics, teachers set challenging but
realistic targets for students. The most able work at national expectations when engaged in more complex
problem-solving. Students demonstrate good mathematical reasoning skills when talking through how they
have solved a fractions problem.
- Students who experience specific learning difficulties in their reading and spelling make outstanding
progress in lessons run by a specialist teacher. They become confident and self-assured as they learn
strategies to learn new words. These strategies are then used well in other lessons.
|The sixth form provision||is outstanding|
- Leadership and management of the sixth form are outstanding. Staff make adjustments to the curriculum
and availability of courses to meet the individual requirements of students. As a result, the most able
students can succeed with A-level taster courses and Bronze and Silver Arts Awards. Less able students
have the opportunity to continue with GCSEs or take functional mathematics and English courses.
- The wider opportunities provided for students to explore opportunities beyond school lead to their
increased confidence and independence, so that the vast majority go on to further education, employment
or training. This has been the case for the past three years. A number of students retain links with their
mainstream schools, with some making a successful return.
- The role of health professionals in partnership with school staff and parents ensures that students are
supported extremely well in their transition from the sixth form to the next stages.
- There is a strong focus upon the personal, social and health education (PSHE) provision in the sixth form.
Students learn to become responsible and caring young people, for example when discussing sex and
relationship issues. They are skilful at using and applying their mathematics and English skills, for example
when planning to raise funds for a local hospice by making and selling cakes that they have made.
- Students also demonstrate exceptional spiritual, moral, social and cultural development when designing
and presenting a bid to the headteacher for additional funds for use in the purchase of ‘virtual babies.’
- Sixth form students conduct themselves with great maturity and are outstanding role models for younger
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||107184|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Special|
|School category||Community special|
|Age range of pupils||5–18|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||41|
|Of which, number on roll in sixth form||4|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 March 2012|
|Telephone number||0114 305 3121|
|Fax number||Not applicable|