Cornfield School Report
Scottish Literacy ReportScottish Numeracy Report
Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.
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Pupils at Cornfield enjoy learning and are well prepared for the next stage in their lives. They study a wide range of subjects, join in with stimulating enrichment activities and develop strong bonds with staff and each other. Leaders and teachers make sure they get to know as much as they can about pupils’ needs and interests in order to plan ambitious programmes of study and support. Staff keep up regular, supportive communication with families. Pupils feel safe, settling quickly into the school’s secure routines and high expectations. Pupils deserve to be proud of their achievements in this nurturing and orderly school. Striking displays of their artwork create an inspiring atmosphere and impress visitors. Pupils’ behaviour improves because staff look after them and understand their needs. Skilled staff patiently calm down pupils’ intense anxieties or impulsive behaviour. Pupils are taught not to goad each other or make hurtful comments. Nearly all are confident that bullying will be dealt with well. Parents value what their children learn and know the difference the school makes. As one parent commented, ‘My son has exceeded and achieved so much. I could not be any more grateful for all the support they have given him.’ What does the school do well and what does it need to do better? School leaders are dedicated to teaching pupils what they need to know for their future employment and independence. Teachers plan sequences of lessons with pupils’ interests in mind, while making sure that the content of topics is ambitious and wide-ranging. In spite of considerable staffing challenges, senior leaders and subject leaders are not complacent about improving their curriculum. They know that they do not have much time to get pupils ready for life beyond school and that some pupils missed essential learning during the COVID-19 (coronavirus) pandemic. In the lower school, pupils follow an integrated primary-style curriculum which rightly prioritises reading, writing and mathematics, while also providing coverage of foundation subjects. Leaders have rightly identified, however, that the link between what is taught in the lower school (Years 5 and 6 and some pupils in Year 7) and the upper school is not clear enough. For example, teachers sometimes do not take quite enough account of what pupils already know and remember when they start their upper school mathematics. The teaching of reading continues to be a strength in the school. Pupils know how important reading is and try hard to improve. Tutors reinforce pupils’ positive reading habits every day, sharing their own enjoyment and commitment. In English, pupils get to study a wide range of classic and modern literature. Pupils who are at an early stage of reading get the good-quality teaching they need through a well-planned phonics programme. Many pupils enjoy choosing books from the wide choice in the library. They appreciate the quiet reflective moments when they can get lost in a book. Pupils gain much from the school’s wider curriculum, including the termly exciting and challenging community, enterprise or healthy lifestyles focus weeks. At the time of the inspection, Year 11 leavers were about to attend a special celebration of their achievements. Pupils achieve impressive GCSE results in art, on a par with their peers in the mainstream. The school’s carefully planned physical education programme is crucial to pupils’ fitness and mental health. Leaders have been working on refining the school’s personal, social and health education (PSHE) curriculum, including developing more therapeutic approaches to managing behaviour and pupils’ mental health. They have rightly identified that they need to assess more precisely what pupils take in and remember about the PSHE topics they have been taught. Most pupils treat staff and each other with respect. They try hard to keep focused on their work and deliberate disruption to learning is rare. Sometimes pupils forget themselves and swear or use inappropriate language. However, when bad language occurs, staff give pupils a firm reminder and help them get back on track. Subject leaders, teachers and teaching assistants are typically eager to keep learning. Senior leaders ensure that staff have opportunities to develop their skills, at the same time as reducing unreasonable workloads and taking care of their well-being.
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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