This is a small school with a nurturing ethos. Staff are friendly and approachable. Pupils feel safe at this school and are kind to each other. They attend very well and are highly motivated by what they learn. Pupils are respectful and do not disrupt the learning of others. Pupils who attend Haskel have a wide range of needs. They may have struggled to learn in their previous setting or may not have been attending school. Pupils are taught in small groups or on a one-to-one basis. When a pupil joins the school, leaders find out what that pupil can do and what helps them learn. Specialist subject teachers and therapists use this information to make a personalised pathway for each pupil. All staff implement these plans well. The school’s mission is to help pupils with special educational needs and/or disabilities (SEND) excel in life. Leaders provide pupils with an ambitious curriculum. Pupils learn about the world around them and how to play an active part in society. Most subject plans are well sequenced and detailed. The long-term plan for mathematics needs further development as it does not make clear how key learning will be revisited. Most parents are extremely positive about the school. One parent said, ‘The support provided is excellent; we are so lucky to have found Haskel.’ What does the school do well and what does it need to do better? In all subjects, teaching is well matched to the needs of each pupil. Teachers follow the interests of the pupils without losing sight of the purpose of the lesson. Teachers are quick to spot anything that pupils have misunderstood. Teachers correct pupils’ misunderstandings in a positive and supportive manner. Most subject plans are well sequenced. In these plans, leaders describe essential learning in small steps. Teachers revisit these learning steps routinely. Pupils can remember what they have been taught. The long- and medium-term plans for mathematics do not show how pupils will revisit key learning. This is affecting what mathematics content pupils can recall and use. Leaders are aware of the importance of teaching pupils to read. Pupils who are at the early stage of reading are taught phonics every day by well-qualified staff. All staff encourage a love of reading through tapping into pupils’ interests and guiding reading choices. Not all staff are trained in phonics. This is leading to some missed opportunities to reinforce phonics knowledge across the wider curriculum. Leaders ensure that all pupils have access to recognised qualifications. They provide a wide range of qualifications, which reflects the needs of pupils. Pupils can study Inspection report: Haskel School 5 to 7 October 2021 2 for unit-based credits or full GCSEs. Older students follow an employability course and take vocational awards at the local further education college. Pupils have very positive attitudes to learning and behave consistently well in school. Leaders expect staff to model calm and respectful behaviour. Staff know how to help pupils keep calm and feel safe. Staff manage pupils’ complex needs well. Pupils are happy at school and attend well. Attendance rates are consistently high and there is no persistent absence. All pupils are offered enrichment activities. Opportunities for personal development are well structured and wide ranging, for example going to a farm to learn about animal care or to the seaside to experience the beach and try fishing. Pupils have been trampolining with the British Gymnastic Association. They have experienced the challenge of outdoor learning with Adventure Sunderland. Speakers visit the school to talk about different jobs and community roles. Staff help pupils discover talents and learn hobbies, for example in gardening and music. One parent said that school staff had ‘dug out what my child likes and given them something for life as a result’. The proprietor has ensured there is a policy that explains what the school offers for personal, social and health education (PSHE). Senior leaders have consulted with parents on the relationships and sex education (RSE) policy. There are learning plans in place for RSE that meet statutory requirements. Topics covered in PSHE lessons help pupils to understand themselves and others. Pupils learn about different lifestyles, cultures and faiths. Pupils run a school council and learn how to share their ideas. Leaders listen to pupils’ views and act on their suggestions. Most pupils spend time each week in a neighbouring mainstream school. This helps to build their resilience to working around more people. Pupils learn about careers and the world of work. Older pupils do work experience and vocational courses at the local college. Pupils get impartial careers advice from a specialist careers adviser. The proprietor and governors know their school well. They have a powerful vision for the school, which shines through the school’s teaching and pastoral care. Leaders offer specialist support to mainstream schools. They have also established close links with local special schools to support staff’s continuing professional development. Governors meet termly to monitor school leadership and outcomes for pupils. Senior staff keep governors fully informed through comprehensive reports. Staff are trained in how to meet the emotional and academic needs of the pupils at the school. Staff know how to keep pupils safe and have a keen sense of their professional responsibilities. Staff are well supported by school leaders. The proprietor and governors are aware of their duties under the Equality Act 2010. The school’s policies and processes promote inclusion and respect for all. The Inspection report: Haskel School 5 to 7 October 2021 3 proprietor has ensured that the independent school standards are met consistently and effectively.