Maple Grove School Independent Inspectorate 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 appreciate this warm and welcoming school. Regardless of their different starting points, they soon begin to feel part of the school community. Pupils develop positive, trusting relationships with staff. These relationships help pupils to feel confident and ready to learn. Leaders and staff want the best for pupils. Pupils strive to live up to these high expectations. They listen carefully in lessons and enjoy answering teachers’ questions. Pupils are proud of their achievements. Pupils enjoy collecting special tokens for good behaviour. They know that when they have enough, they will be rewarded with an exciting experience such as a trip to a café, or a visit to the local park. Bullying is unacceptable at Maple Grove. Pupils know that staff would put a stop to it if ever it occurred. Pupils feel safe in school. They know who to talk to if ever they are worried. Parents and carers appreciate the care and education that leaders and staff provide. One parent said, ‘The staff are all brilliant, passionate and caring, not just to children but to parents too.’ What does the school do well and what does it need to do better? Leaders work well with staff, parents and a range of professionals to ensure that pupils receive an education which suits their needs. Most pupils have a range of special educational needs and/or disabilities (SEND). Leaders have created a curriculum that is broad and ambitious for all pupils. Leaders have considered carefully the most important knowledge that pupils should learn in each year group. They have set clear goals for pupils to achieve by the time they leave the school. Leaders have set out this knowledge in the curriculum plans. The curriculum is organised clearly so that pupils build up their knowledge in a logical order. This helps pupils to remember what they have learned. For example, in mathematics, teachers make sure that pupils revisit important number facts very regularly. When teachers introduce new learning, they check in lessons to make sure that pupils have understood. In most areas of the curriculum, subject leaders have had training to help them to carry out their roles well. For example, they know how to check that the curriculums in their subjects are helping pupils to know more and remember more. Pupils learn well in these subjects as a result, from the early years to key stage 4. In a few subjects leaders have not had as much training. This limits their ability to check how well the curriculum supports pupils’ learning in these subjects. Pupils learn to read fluently and with confidence, including those in the early years. Leaders have made sure all staff have had training in phonics. Many pupils have Inspection report: Maple Grove School 30 November–2 December 2021 2 gaps in their phonics learning when they first join the school. Leaders and staff are expert in identifying these gaps. They plan learning to help pupils catch up. Reading books contain words that enable pupils to practise the sounds they have learned. Pupils are proud of their success in reading and are developing a love of stories and books. The school is a calm and orderly place for pupils. The particular learning needs of some pupils mean that sometimes they need support to manage their own behaviour. The highly-skilled team of staff provide this support sensitively and effectively. This helps pupils to cope with difficult situations and to continue with their learning. Pupils take part in a range of activities beyond the academic curriculum. They enjoy fundraising activities and community events. They learn about other faiths and cultures and can explain what they have learned about diversity in society. Leaders provide activities that help pupils to learn about the world of work, for example through visits to the school by local zoo-keepers. Older pupils receive expert careers guidance. Pupils love their weekly horse-riding lessons and taking care of the school’s chickens and guinea pigs. These activities help pupils to develop personally. The proprietor body keeps a careful check on the effectiveness of the school’s curriculum. A member of the board ensures that the independent school standards are met and holds school leaders properly to account for their work to improve the school. The school building is clean and attractive and is well resourced. Outside there is a spacious playground for games, as well as natural areas to support learning about nature and the environment. Leaders ensure that they follow all health and safety requirements. The school’s website displays information about policies, including the safeguarding policy, and about admissions. Th school’s accessibility plan sets out how the school supports pupils with disabilities to access the curriculum. The school does not exclude pupils.
This school is independently managed and its admission criteria may be selective. There is no set catchment area as pupils are admitted from a wide variety of postcodes and, in the case of boarding schools, from outside the UK. Contact the school directly or visit their website for more information on Admissions Policy and Procedures.
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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