Tony France, director of Headsight said, “We can all struggle with our mental health. At Headsight, we support people to improve their mental health, we do this through training and therapeutic interventions. We encourage a compassionate approach; recognising that all behaviour is a form of communication.

“Woodmancote School has been recognised today for continued growth around its responses to childhood trauma and working therapeutically with its most vulnerable pupils. We hope that other senior leaders, SENCOs and TAs will follow in Woodmancote’s footsteps and be trained in implementing a whole school therapeutic approach.”

Over a three-year period, with the support of the senior leadership team, key staff have engaged in trauma-informed and therapeutic practice qualifications whilst more than 85% of the whole school staff have completed an introduction to understanding psychological trauma. Through Headsight and the Trauma Action Group (TAG), staff have received help to embed new learning into their day-to-day practice, creating an environment where improved relationships now mean that learning and fun can happen.

Gary Tucker, headteacher from Woodmancote said, “We have worked hard to build and evidence our understanding and approach to working with trauma and we are delighted that this has been recognised. Working with Headsight and TAG has enabled us to understand what drives behaviour, a willingness to adapt and the determination to meet the needs of every child.”

Trauma can take all shapes and sizes and we know that it can have an impact on children’s ability to learn, build relationships and thrive. Working therapeutically with children who have been impacted by trauma helps reduce the longer-term impact, this can lead to a reduction in school exclusions, children becoming more resilient and going on to build healthier relationships.

Ethos College was praised by Ofsted inspectors for creating an ‘ambitious curriculum’ and facilitating an ‘inclusive environment’ for all pupils. Ethos supports pupils with social, emotional and mental health needs (SEMH), other medical needs and pupils with special educational needs and/or disabilities (SEND). The report outlined how ‘empowered’ pupils felt and noted the ‘dedicated staff who want to see every pupil flourish’.

This is a monumental achievement for the school under the new Ofsted framework as a report revealed that only 17% of 370 “outstanding” schools kept their grade when they had a full reinspection in 2021-22. In addition, Ethos College joins a small number of alternative provisions that hold this prestigious title and is the only alternative provision in Kirklees to do so.

The Ofsted report praised the school’s strong commitment to helping pupils ‘succeed’ and noted that leaders are engaged in ensuring an ‘inclusive school’ environment that is well-designed to meet the needs of each pupil. The inspection highlighted the personal development of pupils as a ‘significant strength’ of the school. The curriculum is based on a well-designed foundation of personal, social, health and economic standards. It offers the freedom for pupils to develop their talents and interests through an array of sports and music tuition.

“Leaders and staff ensure the school environment is positive. Relationships between staff and pupils are strong. Pupils feel safe in school. Staff and pupils respect each other. The school is calm and orderly. Pupils say that bullying does not exist in their school. They also felt confident that staff would deal with it effectively if it were to occur.”

The Dewsbury-based school boasts a robust safeguarding policy in place – to help keep children and young people safe by providing a safe environment for children and young people to learn and develop in the school setting.

Furthermore, the report also mentioned the school’s safeguarding arrangements as ‘effective’ and noted that staff are equipped with ‘extensive safeguarding’ knowledge.

The school, part of Ethos Academy Trust, has been supporting the need for specialist provision in the area and offering opportunities for children with social, emotional and mental health needs and other medical needs to flourish academically and personally. Additionally, the inspectors described how the school’s leaders received strong support from the multi-academy trust.

Many pupils start at Ethos College after long periods of absence from mainstream school. Some have had a less than positive experience of education before joining the school and initially find it difficult to adjust to this new phase.  The staff and teachers were applauded for working ‘patiently’ to improve pupils’ attitudes towards school and how each of them was ‘well cared’ for and ‘happy’.

“Teachers successfully adapt the curriculum to meet the needs of pupils with SEND. This ensures pupils with SEND achieve exceptionally well. Pupils access an ambitious curriculum across a wide body of subjects.”

The pupils were described as ‘well behaved’ due to consistent efforts displayed by the ‘highly skilled’ staff who were mentioned as a key reason for the ‘significant attendance’ improvement of the pupils.

Reflecting about this historic landmark and how the school is making a positive impact in the lives of children with special educational needs and disabilities, Head Teacher of Ethos College, Rebecca Smith, said: “We are so pleased with the outstanding results of the Ofsted report. It is a culmination of hard-work and dedication of the entire team at Ethos College.

“Our pupils come from various backgrounds and mostly require specialist support to meet their needs. Our bespoke and tailored curriculum has been curated to meet the requirements of each pupil and aims to provide them with highly effective education and support.

“Moreover, we have focused our priority on nurturing an inclusive learning community for our teachers and pupils, which has enabled us to achieve this outstanding outcome.”

Jayne Foster, CEO Ethos Academy Trust, former head teacher of Ethos College, was delighted to state: “I am immensely proud of Rebecca and the entire team at Ethos College which includes our pupils, past and present. Like all of our schools, Ethos College undertakes a holistic approach to ensuring pupils’ needs are identified and met throughout their journey with the school. They have adopted a curriculum that addresses their academic needs as well as SEMH needs through quality first teaching and targeted interventions, devotion and determination – preparing them for the next stage of their lives and bright futures ahead.”

To find out more about Ethos Academy Trust please go to https://www.eat.uk.com/

The pilot, which is funded until August 2023, will involve staff from 150 maintained mainstream schools in England receiving free-to-access training to improve the way they use assistive technology (AT).

Delivered with partners at Microlink, the training will encourage staff to use technology which they already have available to them to reduce or remove the barriers to learning for all children and young people, including for learners with SEND.

Schools interested in participating should visit www.nasen.org.uk to express their interest and be kept updated with details about the training offer and next steps in the application process.

The programme builds on the success of a previous AT Training Pilot, which also saw nasen collaborate with Microlink, to run online training sessions to nominated AT Champions in around 80 schools in England. Then, as now, the partnership brought together expertise in AT and SEND, along with an understanding of the day-to-day operation of schools and how assistive technology supports an inclusive classroom for all learners – both with and without SEND.

nasen CEO, Annamarie Hassall MBE, said: “Assistive Technology has an increasingly important role to play in education for all children and young people, and we know that its effective use can be empowering – even life-changing – for a learner with SEND or learning differences.

“nasen is thrilled to have been selected by the Department for Education to run this programme, and delighted to be teaming up with Microlink once more to help ensure all learners are given the tools required to enable progress and achieve the best outcomes.”

Marius Frank, Head of Education and Project Lead at Microlink, added: “We are absolutely delighted to be working once again in partnership with nasen. The feedback we received from primary and secondary schools participating in the pilot programme earlier this year was fantastic. The moment teachers release the power of Assistive Technologies in mainstream classes, so many children and young people get almost immediate benefits.”

To find out more and to express interest in a place on the programme, visit www.nasen.org.uk. Successful applicants will be informed by the end of January, with the first training sessions being delivered by the end of March 2023.

On Monday 17 October, selected pupils from the Valley School joined county councillors and project officers to get up close to the construction of their new school – which is due to be completed in the Autumn term next year (October 2023).

This substantial development forms part of Hertfordshire County Council’s planned investment in SEND, which equates to more than £50m over the next three years.

Cllr Terry Douris, Executive Member for Education, Skills and Lifelong Learning at Hertfordshire County Council, said: “The new building and facilities for this school reflects our commitment to making sure that every child and young person continues to have access to a good school, where they can be supported to achieve their full potential.

“We have used the opportunity of the new build to increase the number of places available, helping us to meet the increasing need for special education in Hertfordshire and make sure that children and young people are receiving the right support, at the right time, in the right place. It’s a fantastic investment for the young people of Hertfordshire and I pay my thanks to everyone who has been involved.”

On the day, six pupils from the school mingled with county councillors who’d had a role in planning and allocating the funding required to invest in Stevenage’s new SEND school, as well as project officers and architects. The children pointed out the foundations of their new classrooms and shared their excitement about their new school.

David Pearce, Headteacher at The Valley School, told those attending the event how the building project has become a source of excitement and inspiration for the children. “The children are watching the time-lapse cameras and looking through the viewing panels, seeing their new school being built. They’re looking forward to November when they’ll be able to see the frame going up and the school taking shape – they’re already talking about where their classrooms will be, and their chance to visit the site and the project team.

“It’s really exciting for the students and the whole of the school community.  As the head teacher it is amazing to be able to complement our high-quality teaching with a learning environment that our young people can really enjoy. It is very special. This is giving the students, teachers and support staff the best of the best and they absolutely deserve it!”

The Valley School buildings had originally been designed to be used by a mainstream secondary school, which then became a SEND school in 1991.

“The current building is coming to the end of its serviceable life, with maintenance costs increasing,” explains Cllr Bob Deering, Cabinet Member for Resources at Hertfordshire County Council. “This is why we took this opportunity to invest in a new purpose-built school suitable for children with SEND which, through its enhanced environmental credentials, will be much more sustainable and efficient to run and maintain in the future.”

In addition to being built according to the latest guidelines from the Department for Education, the new special school also reflects Hertfordshire County Council’s wider commitment to sustainable, responsible growth in Hertfordshire.

Once built, the new school will be net zero carbon in operation, will generate its own electricity onsite and will only use electricity. It will also help to enhance local biodiversity through the installation of bat and bird boxes and green roofs.

The overall presentation of the new, single-storey building will also be more in keeping with the local environment than the existing school. Its green roofs and sunken location in the shallow valley means that the building will blend into its natural surroundings.

The new purpose-built school has been designed through ongoing consultation with teaching staff, to meet the needs of the current Valley School pupils.

During the pandemic, classes had been grouped together in their school years; this was found to be advantageous to supporting the children more closely. This has now become a dominant design feature, with the year group pods situated around two central courtyards – each with their own toilets and areas for group work. There is also a high-ceilinged multi-use space the school can use for sports, dining and drama.

For more information about Hertfordshire County Council’s commitment to invest in special education provision, read the council’s SEND strategy and for information and resources to help you support a child with special educational needs, visit the local offer.

A study of almost 11,000 students in 52 mainstream state secondary schools across the UK has found that despite the pandemic adversely affecting the vast majority of young people, far fewer pupils with special needs can be classed as “at social and emotional risk” now, compared with before the pandemic.

This bucks the trend for young people overall, tens of thousands of whom have experienced a serious decline in their wellbeing since the end of lockdown.

The study, by young people’s mental health experts STEER Education, found that before the pandemic, an estimated one in five students with special needs could be classed as “at social and emotional risk”.

Between the end of the pandemic and this July, this fell to just under one in six. This means that across the country, the equivalent of more than 8,000 students are no longer “at social and emotional risk”. The study counted students with special needs as those with an Education and Health Care Plan – a guarantee of statutory support.

In sharp contrast, the findings show that the wellbeing of young people without special needs has dramatically deteriorated in the same period, something the study suggests is the result of the detrimental impact of prolonged school closures.

Before the pandemic, one in six students without special needs could be deemed to be “at social and emotional risk”. As recently as July this year, this rose to almost one in four – 24% – the equivalent of nearly 400,000 more students.

The study shows that during lockdown many thousands of special needs pupils honed skills that make them more able to cope with the emotional ups and downs of life. Many gained confidence in adapting to change, grew more resilient and developed a healthier approach to trusting others, the study found.

The study’s authors say that while many of these young people may have found the pandemic challenging, the social-emotional skills they have gained will lead to marked improvement in the wellbeing of special needs pupils. They argue that this is largely the result of the specific approach taken by schools to support these pupils.

It is well known that many special needs pupils find busy classrooms detrimental to their wellbeing. While the overall experience of lockdown was extremely difficult for all students, many of those with special needs found it easier to both be in school with fewer students and to at least partly study at home.

They also appeared to greatly benefit from increased teacher-pupil ratios, access to devices for online learning and regular calls from school staff to make sure they were coping as well as possible. The combination of these factors – and others – are likely to have had a strikingly positive effect on their wellbeing, the study’s authors say.

Before the pandemic, one in seven young people with special needs had significant difficulty trusting other people, according to the study. Over the last few months, this has fallen to just one in nine. These young people are also now better able to adapt to changing circumstances in their lives. Before the pandemic, one in seven young people with special needs struggled to adapt to change, but over the last few months, this has also fallen to one in nine.

Worryingly, the opposite is the case for students without special needs.

Before the pandemic, about one in eight young people without special needs had difficulty trusting other people, according to the study. Over the last few months, this has risen to one in five. The same goes for those able to adapt to changing circumstances in their lives. Before the pandemic, one in ten young people without special needs struggled to adapt to change, according to the study. Over the last few months, this has risen to one in six. This means they may seek help less frequently and be more prone to perfectionism and anxiety.

The study analysed the responses of 10,942 secondary school students to 48,890 assessments of their wellbeing. The assessments took place before the pandemic, during it and over this summer. The results from all three periods were compared. Rather than measure a pupil’s own perception of their wellbeing, the assessments measure underlying patterns in a young person’s wellbeing by analysing their ability to adjust to different social-emotional situations and interactions.

Students described as those with special needs – 6% of the study’s overall sample – are those with Education and Health Care Plans (EHCPs). EHCPs give a young person a statutory right to support for their special needs or disabilities. The latest government figures show that at least 4% of students in primary and secondary schools in England have an EHCP so the schools sampled in this study may have a marginally higher proportion of students with special needs.

Simon Antwis, a former headteacher and school inspector who is STEER Education’s Senior Business Development Consultant, said: “These findings give us unexpectedly good news – the wellbeing of students with special needs is improving. Huge credit should go to all school staff who work with these students.

“However, the study also shows that while schools have done their very best, overall the wellbeing of many students continues to decline. Schools need to make sure they are aware of as many students as possible who need support.

“Too many use student voice tools, such as online surveys and chat hubs, which only detect a proportion of those students who need support. These tools fail to support the ‘hidden middle’ – those who may be showing early signs of self-harm, bullying, anxiety and unhealthy self-control.”

Tania Mayes, who is responsible for special needs at a secondary school in Devon, said: “This study reveals what is happening in many secondary schools up and down the country.

“In the aftermath of the pandemic, schools have understood much more about the individual requirements of their students with special needs and their relationship with them – and their families – is closer.

“However, if we are to continue to see a sustained improvement in the wellbeing of these students, schools will need to have smaller waiting lists for external providers and additional funding.”

Queen Margaret Academy has considered all of the main barriers to learning for young people with ADHD and has sought to address them in their everyday practice. This includes giving pupils ample opportunity for movement and exercise, as well as the use of a variety of tactile resources as a tool to support young people in regulating their attention.  A plethora of resources can be found in their ‘Nurture Room’ which is also used to support pupils to regulate their emotions, something which, if not considered, can also be a barrier to learning for those with ADHD. In addition to this, young people at Queen Margaret have also been taught self-soothing strategies such as deep breathing and progressive muscle relaxation as a form of emotional regulation.

Celebrating neurodiversity and de-stigmatising neurodiverse conditions was a key feature of the submission for the award and the team at Queen Margaret Academy have done a wonderful job of this. An inspiring animation, which focuses on the ADHD ‘superpowers’, was created and shared with the young people at the school. These superpowers reflected some of the positive traits of ADHD such as quick-thinking and intuition. As well as this animation, neurodivergent pupils also contributed to a display which explains and celebrates ADHD and stands proudly in the hallway.

In addition, Queen Margaret Academy has provided support and information for parents of neurodiverse pupils in the form of online information sessions. This has enabled parents to learn more about their child’s condition, as well as share their own experiences and knowledge.

Anna Roche, Teacher from Queen Margaret Academy said, “It has been a wonderful experience making the school a more accepting and understanding place for our young people to learn in. The pupils that take part in my ADHD support group have gained confidence in themselves and an insight into their condition that they may never have had. Seeing pupils thrive and having positive conversations with parents due to the work we have done is an honour and a privilege, and the ADHD Foundation have helped with every step of the way.  Queen Margaret Academy is so excited to be the first  secondary school in Scotland to achieve the award and we encourage anyone thinking about it to do it too!”.

Colin Foley, the training director of the ADHD Foundation said, “Working with Queen Margaret Academy has been a pleasure. The team are absolutely dedicated to achieving success for young people with ADHD and they fully deserve this recognition for their achievements. It is my pleasure to say that they are the first secondary in Scotland to achieve this.”

The ADHD Foundation, based in Liverpool, works in partnership with individuals, families, doctors, teachers and other agencies to improving emotional well-being, educational attainment, behaviour and life chances through better understanding and self-management of ADHD, ASD and related learning difficulties.

Paul Burrows has been announced as the new head teacher of Royal School for the Deaf Derby, in Ashbourne Road, after current head teacher Helen Shepherd stepped down at the end of the last academic year.

Although the position is Paul’s first headship, he has been in education for more than 30 years, most recently as deputy head teacher of Alderswasley Hall School, a special school for children with autism, for the last six years.

One of Paul’s last roles there was to jointly lead the school through an OFSTED inspection in July 2022, which it rated as outstanding in every area. The inspectors particularly acknowledged the “ambitious curriculum”, that the teachers “precisely track what pupils know and can do” and how “teachers use their strong subject knowledge very effectively to deepen pupils’ understanding”; these were all key areas within the school which Paul led.

His first teaching job was in a mainstream school with a unit for hearing impaired children and, although Paul already has basic British Sign Language (BSL) skills, he has pledged to master the language as soon as possible. He passed his BSL 101 exam before the start of term to enable him to greet the new students when they returned.

In fact, it was a lightbulb moment during the interview process that has made Paul, who is a physics teacher, determined to break down communication barriers for every pupil.

He said: “During the interviews all the candidates were asked to sit at different tables with small groups of pupils. At first, I felt utterly helpless and frustrated that I couldn’t communicate with them but fortunately I was able to use lip reading, mime and gestures and by the end of the session we were having a full blown conversation and all laughing together.

“But those initial moments stayed with me because I felt extraordinarily vulnerable. Then I realised that this must be how deaf people feel so often in a hearing world – exposed and defenceless. That moment stirred something in me and I felt that I couldn’t allow this to happen.

“So, I hope to be an advocate for deaf people in a hearing world and create a nurturing environment where our pupils can thrive and be themselves.”

Although Paul was born in York, he has been based in the city for many years after marrying a Derby girl and his two children attend St Mary’s Catholic Voluntary Academy, in The Broadway.

He started his new position this month, although he got to know several students, parents and staff on transition days at the end of last term as he prepared for his new role.

During these sessions he was invited to give himself a sign name – everyone in the deaf community is assigned a unique and individual sign that not only identifies them, but also encompasses their personality.

Paul added: “I was asked what I would like my sign name to be and I didn’t really know. It was suggested that I could have something like bunny or burrowing, because of my surname, but I wasn’t very keen on being named after a rabbit!

“I was sat having lunch with two secondary pupils and my BSL teacher asked them what they thought my sign name should be. They both said that I was dressed very smartly, so that has become my sign name – Smart! I’m pretty happy with that.”

Paul accepts that there are big shoes to fill, following in the footsteps of the previous headteacher Helen Shepherd. She led the school out of special measures to being named ‘good’ by Government inspectors, who also found the residential unit – and Helen herself – to be ‘outstanding’.

But Paul is at pains to point out that he will not be making sweeping changes, instead taking his time to ensure that the transition away from Helen is seamless for the school and wider community.

He added: “I knew I wanted to be a headteacher for several years, but I also knew it had to be the right school – I didn’t want to take the first job that came along, I wanted somewhere with a heart and soul.

“As part of the interview process I came for a pre visit and I was here for two and a half hours on my first look around and I fell in love with the school – even though there weren’t any pupils on site because it was late afternoon. The essence of the school felt right and the ethos and values of the staff that I met was exactly the same as my own.

“I’m also very aware that the school’s place in the deaf community is vivid and the history and heritage of the school is an important part of modern-day school life.

“This school is a family and I feel very lucky that I am being welcomed into the fold. My hope is that we will work together to continue the school’s upward trajectory to outstanding and that the nurturing and community roots that underpin the school are maintained and continue to blossom.”

The Independent Day and Residential School is located within Chester Cathedral’s historic grounds in the centre of the city. It delivers evidence-based education, nurturing and care to young people aged 4-19 with complex autism, who may have learning difficulties and behaviours that challenge.

Opened in June, the new accommodation means the school will now be able to provide pupils that require a residential placement with 24/7 support.

Abbey School combines the latest special education research and best practice to create an outstanding teaching and learning experience, with the wellbeing of pupils and staff at the heart of the school’s philosophy. The school’s model is built around a holistic approach to education that ensures the continued development of each pupil and which supports their growing independence and capability.

The new residential provision will extend Abbey School’s offering of a bespoke, waking day curriculum that brings learning and development into the pupil’s everyday life through engagement and participation.

Residential placements at Abbey School are available for any child or young person with complex autism, learning difficulties and behaviours that challenge, regardless of where they live in the UK.

Such support for children with special educational needs is increasingly in demand. In 2021 the government reported that the percentage of pupils with an Education, Health and Care (EHC) plan had increased from 3.3% to 3.7%.

The government’s report also identified that the most common type of need for those with an EHC plan is Autistic Spectrum Disorders. Research indicates that a person with autism is up to eight times more likely to experience a placement breakdown and Department of Education data shows that every region in England has experienced a rise in exclusions for children with autism of between 45% and 100% in five years.

These statistics highlight the vital need for combined educational and residential support that’s tailored specifically to the needs of young people with autism.

Dr Katy Lee, Principal at Abbey School, said: “Our brand new residential provision will help meet an urgent and growing demand for focused environments tailored to the needs of young people with autism. This sort of support is in short supply across the country, which means that many pupils’ placements unfortunately end up failing.

“At Abbey School, our expertise is in catering for young people with autism. This specialism is illustrated throughout our operations, such as the way we personalise each pupil’s curriculum and learning journey according to their individual requirements. This bespoke curriculum is delivered through a careful balance of 1-1 and small group learning support.

“Now that we’ve opened the doors of our residential offering, we’re looking forward to welcoming young people who will benefit from waking day education where their development and wellbeing will be nurtured and supported by our highly trained, trans-disciplinary team.

Relationships with family and friends will be supported and encouraged for all pupils. Family visits are welcomed and families can keep in touch through regular phone calls and video calls.

Dr Lee added: “By working closely with families and local authorities, we’re committed to providing an excellent residential experience that aligns with each child’s existing support network. As part of this, they will be introduced to their new school and living arrangements through a detailed and highly personalised transition plan.”

Professor Sandy Toogood, Head of Clinical and Behavioural Services at Abbey School for Exceptional Children, said: “Abbey School represents an advanced approach to caring for and educating children and young persons with autism. As an innovative learning organisation, we’ve combined special education research and best practice in order to create an environment that maximises pupil learning and wellbeing.

“Research conducted by our curriculum leadership team, including partners at Bangor and Warwick Universities, has informed our curriculum, which is highly individualised, goal-based and precisely assessed. The individual learning and therapeutic support plans utilised at Abbey School are constantly reviewed and adapted to ensure that each young person’s needs are consistently met and that they are making steady progress.”

The launch of Abbey School’s residential offer follows a comprehensive refurbishment of several beautiful mews properties on the school’s site. The transformed Victorian buildings overlook the ancient city walls, providing a calm space in which the children and young people can live and learn while simultaneously being able to easily access Chester’s amenities and community spaces.

Each house has its own garden and outdoor space along with a lounge, kitchen and activity area as well as bedrooms and bathrooms. The spaces have been designed to provide an attractive and welcoming home that meets each resident’s needs. Pupils are encouraged to further personalise their area of the house based on their interests.

Young people live in small groups in each house and are being supported by a highly qualified team of residential care staff which will include a home manager, key workers, residential care staff and waking-night staff. Pupils follow a waking-day curriculum of fun-filled activities, extending the knowledge and skills acquired at school into their home setting while also developing daily living, social, personal care, and leisure skills.

Pupils have a number of residential options available, ranging from 38-41 week placements including the option of returning home for weekends.

For more information about Abbey School’s day and residential offer, visit: www.abbeyschool.com

Abbot’s Lea School saw this as an exceptional opportunity to help Ofsted shape its inspection of special schools and also to use it to learn about the process ahead of its own planned inspection which is now overdue, and expected to take place any time, and no later than next school year.

The experience was helpful and positive, and resulted in a number of findings, all of which support the school’s self-evaluation.

Four Ofsted Her Majesty’s Inspectors (HMIs), including senior HMIs, praised the school for its clearly presented and well-triangulated strengths.

The school leaders received helpful feedback about the suggested focus for the next steps in the school’s development journey towards becoming an international centre of Autism education, research and professional development, and all of the pointers will feed into the School Development Plan 2021-24 which the school is currently consulting on with the students, staff and the families.

Ofsted benefited too; the experience of practising the new inspection approaches in a special school setting proved particularly helpful for the team and many of the suggestions made by the Abbot’s Lea School leaders will contribute to the revising of the protocols for the actual visits.

Headteacher, Mrs Ania Hildrey said: “As a school leader, I want what is best for my students. This is neither governed, directed or limited by Ofsted inspection framework, handbook or the actual inspection visit process. Ofsted is therefore neither a matrix of what we must do as a school, nor the main indicator of whether we are superb at what we help our students achieve. Ofsted can, however, be a very helpful additional moderator of a school’s effectiveness and so, with that in mind, I always welcome another view and perspective.

“Our engagement in the pilot provided a brilliant opportunity to pause – after a very turbulent time of the pandemic operation – and invite an external view of whether the ambition we have for our students, and the ways in which we support them, is solid.

Mrs Hildrey added: “I am delighted with the appraisal received and it re-affirmed our own evidence that the school is outstanding, particularly in the most complex area of positive behaviour support, personal development and raising aspirations for adulthood and independence.

“As ever, the more you look, the more you find and it was equally helpful to have four pairs of “fresh” eyes, with no prior knowledge of our school, give us feedback on what we could do better. We are actively working through all of the pointers and will include them in our work this term and in the coming year.”

Mrs Hildrey concluded: “As a school we are also committed to improving practice beyond our own walls and so, I am personally very pleased to have been given an opportunity to shape Ofsted’s approach to inspecting special schools and I trust that my feedback will enhance the experience for other schools – and for us, too, as we are in the “inspection window” any time soon!” 

The free special academy will cater for 80 special education needs (SEN) pupils and is being delivered via the Department for Education Framework on behalf of Sheffield City Council.

The site is located in the south east of the city centre, on the grounds of a former special school. The new two-storey facility will be a simple linear block, comprising primary and office accommodation on the ground floor, with secondary provision and further office accommodation at first floor. The hall and dining accommodation, which includes a ‘quiet’ dining area, will be shared by all years and is located close to associated service space and external breakout and sitting areas.

Primary classrooms will be located on the ground floor to enable direct access to the dedicated outside social space. Internally, the primary school is separated from the secondary school through the use of a secure, pass door adjacent to the main entrance. At the heart of the school sits the library, hall and dining where primary, secondary and entrance routes converge.

During the design process, HLM Architects engaged with the school, academy sponsors, planning authority and local community through a series of structured workshops and held a public exhibition to integrate feedback before the submission of planning.

The design of the school is based on sustainability principles. This has included optimising daylight and natural ventilation within teaching spaces to promote a passive, sustainable approach. The site is being developed to enhance its ecological value, retaining mature landscape features, and incorporating sustainable drainage measures such as porous macadam and rainwater attenuation. Wherever possible sustainable or recycled materials have been specified without affecting the schemes durability, such as recycled plastic benches. The school is expected to open in February 2022.

John Gittins, Divisional Director at Tilbury Douglas Construction, said: “We are delighted to be working with HLM Architects to deliver the new Discovery Academy project for the Department for Education. Tilbury Douglas’ appointment to this project is real testament to the expertise within our team and our excellent track record in delivering some of the best education facilities in the UK.”

Nexus MAT Chief Executive Warren Carratt said: “We are beyond excited to be working with the DfE, Sheffield council, HLM and Tilbury Douglas to build or new special academy. We are passionate about bring greater choice and quality of offer to families in Sheffield, and Discovery Academy will make a huge difference to the local SEND landscape. We have been actively engaged with the design process throughout, and the school has been planned with needs of our specific learners in mind”.

AJ Taylor, Associate at HLM Architects, said: “The design of this school has been driven by the creation of a high-quality, personalised provision for pupils with autism-spectrum conditions with related social, emotional and mental health needs, as well as a range of other learning difficulties which will result in a safe and nurturing learning environment.”