Mapledown School Report
Scottish Literacy ReportScottish Numeracy Report
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The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection, the school has admitted an increasingly wide and diverse pupil population. You, your governors, leaders and staff have worked with great thought to ensure that the school remains a safe and welcoming environment for all pupils. Pupils in all three ‘zones’ are making good progress against their learning objectives. The school climate is welcoming, attractive and accessible to all. Pupils’ behaviour was excellent in each of the lessons and social times the inspectors visited. The school’s work is effective in raising attendance levels, including where pupils’ attendance is affected by medical and health issues. Parents and carers overwhelmingly support the school and believe that it is the best place for their children. Very typical comments from parents included, ‘The care and support each child receives is better than I could ever expect or hope for’ and ‘It’s such a happy, caring and fun place to be.’ Parents’ comments about staff were very positive. One parent said, ‘They are truly amazing people, worth their weight in gold.’ Many commented on the progress their children had made in communication, independence and mobility skills. The ‘movement opportunities via education’ (MOVE) programme is very well implemented by the school, and inspection evidence shows that it is having a positive effect on pupils’ learning. Pupils develop valuable skills, for example the fine control of hoists and electric wheelchairs. They relish their increasing independence, moving around the learning spaces and completing challenging tasks successfully. The school develops pupils’ self-confidence well. Pupils were happy to talk with inspectors about the wide range of activities in school and how they had each made personal progress. Older pupils talked with excitement about their transition to college in September. Increasing proportions of pupils with complex needs attend the school. Leaders are rightly reviewing the curriculum to make sure that the school provides for all pupils equally well. The governing body challenges and supports your team well. You work well with governors, welcoming the commitment, energy and experience of both the longerterm members and those who are relatively new. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Safeguarding and pupils’ welfare, physical, mental and emotional needs are firmly at the centre of the school’s work. Staff work very well with pupils with learning and physical needs that require high levels of intervention, intimate care and support with their movement. The vulnerability of your pupils and the need to preserve their personal dignity is very well recognised by all staff. Great efforts are made to ensure that, despite learning or communication difficulties, pupils are taught to keep safe both within and outside school. The curriculum supports safeguarding, covering topics such as ‘stranger danger’ and ‘private personal body areas’. You help pupils to communicate their feelings well, including when they are feeling unhappy, worried or unsafe. Pupils feel safe within school. There is no bullying. Staff are well trained, communication between them is excellent and they support each other well. Staff are alert to, and respond rapidly, calmly and successfully, when pupils need intensive medical support. Inspection findings We agreed to focus on three main aspects of the school’s work. These were: safeguarding related to behaviour and bullying; the curriculum and its relationship to outcomes for pupils; and whether teaching, learning and assessment are effective and well monitored and evaluated by leaders. Inspectors took account of how well senior leaders monitored, followed up and evaluated incidents of challenging behaviour and bullying. There are few incidents of challenging behaviour. Staff manage, record and analyse well the small number that do occur. Leaders ensure that risk management meetings diagnose patterns and allow strategic support to be put in place, preventing further issues. There are no incidents of bullying. Staff use resources and a wide range of activities very effectively to enhance pupils’ learning. The outdoor facilities provide a tactile, colourful and sensory learning environment. Staff use this to extend pupils’ learning and independence skills, enabling pupils to succeed in problem-solving, and overcoming physical and independence challenges.
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2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
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