Most pupils feel happy and safe at Glenwood. Relationships between staff and pupils are positive. Pupils know that staff care about them and say they sort out bullying quickly. The new headteacher and deputy headteacher have improved pupils’ behaviour. Most lessons are calm and orderly. Routines and supervision at the beginning of the day and during breaks keep pupils safe, calm and ready to learn. The sensory and inclusion rooms help pupils to manage their emotions. However, in some lessons and when moving between lessons pupils’ behaviour is not as well managed. Pupils learn the skills they need in reading and mathematics. In some other subjects staff do not plan carefully enough what pupils need to learn. They do not always expect enough of pupils. Many parents are positive about the school, but some still have concerns about how well the needs of their children are met. Better leadership and communication are helping to tackle this. One parent commented: ‘Since the recent changes in school management, there has been a very definite positive change of culture, academically, socially and behaviourally. I am very pleased with the way my child is progressing and learning.’ What does the school do well and what does it need to do better? Improved leadership is making a positive difference to this school. Leaders and teachers make sure that support is in place to meet most of the requirements of pupils’ education, health and care (EHC) plans. However, pupils do not learn as much as they could because some teachers make work too easy and do not move pupils on to learn more quickly enough. Leaders and teachers have made a start on improving the curriculum and raising expectations of what pupils can achieve. This work is at an early stage. Some subject areas are well planned and sequenced. In mathematics, pupils learn the right things in the right order. This helps them to remember what they have learned. However, this is not the case in some other subjects. For example, in geography planning and teaching do not enable pupils to learn, retain and build knowledge. Year 11 pupils achieve GCSEs, BTEC National Diplomas or entry level qualifications in a range of subjects. However, with better planning and teaching, pupils could do better. Approximately a quarter of Year 7 pupils need support with reading. They do not always get this support urgently enough. However, once in place, it is helpful. Pupils practise phonics and learn to read the most common words by sight. Support for reading in other year groups is helping pupils to read more fluently and with better understanding. Inspection report: Glenwood School 17–18 December 2019 2 Pupils behave well and are settled and ready to learn in most lessons. The school makes sensible arrangements for pupils who struggle to be in school full-time. Leaders review these arrangements regularly, gradually increasing the time pupils are in school. Leaders have checked the other education settings that pupils attend. These settings are safe and meet pupils’ specific needs well. Pupils have opportunities to participate in a wide range of activities. These include clubs for sports, a choir and a rock band. Pupils get the chance to put their learning into practice. For example, they use mathematics when buying items in the local shops. The school values are promoted through assemblies, which pupils often contribute to. For example, army cadets from the school led the Remembrance Day event. However, over time, pupils have not developed their spiritual, moral and cultural understanding enough. The ‘cultural capital’ day each term is helping pupils to learn more about different cultures, lifestyles and beliefs. All staff are very positive about the new ways of working introduced by the current senior team. They like the changes the headteacher has made and they feel supported in their roles. The headteacher has high expectations and makes sure that staff treat pupils with care and respect. Pupils trust the adults who work with them.