Clervaux Garden School
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
PUPILS
21
AGES
10 - 19
GENDER
Mixed
TYPE
Other independent special school

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted report
(14/07/2021)
Full Report - All Reports

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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Clow Beck Eco Centre
Croft On Tees
North Yorkshire
DL2 2TF
01325729860

School Description

This is a small school where pupils get a lot of individual support. The mission of the school is to help pupils to learn through their ‘hand, head and heart’. Many lessons take place outdoors and in specialist workshops. Pupils learn how to make things, grow plants and look after animals. Pupils are proud to show what they have made and share what they have learned. Pupils feel safe and say that bullying is very rare. They pay attention to each other and are respectful. Pupils say if anyone says something thoughtless or unkind the staff sort it out quickly. Staff teach pupils how to understand their thoughts and emotions. For example, there is a gathering every week called the Clervaux knot when pupils and staff sit in a circle and share their ideas and feelings. Pupils have a range of special educational needs and/or disabilities (SEND). They have often struggled to cope in their previous school. Staff understand the needs of pupils well. Teachers adapt lessons to match each pupil’s individual needs. Parents speak highly of the school. One parent said, ‘We are over the moon that we found Clervaux. It is exactly what our child needed.’ What does the school do well and what does it need to do better? School leaders have designed an ambitious curriculum. Pupils learn about their world and how to understand themselves. The school has a specialist curriculum called practical skills therapeutic education. In these lessons, pupils learn how to craft products from wood, clay and textiles. Pupils also learn how to use a forge, work the land and care for animals. The plans for this practical curriculum are well sequenced. Teachers have broken down the crucial knowledge that pupils must learn into small steps. Pupils understand the importance of mastering each part of the craft process. Pupils feel trusted to use tools safely. They show a real sense of achievement in what they have made. Pupils have lessons in academic subjects, including English, mathematics, science and humanities. Pupils also revisit aspects of these subjects in their practical lessons. The plans for some of the academic subjects do not explain in sufficient detail the essential knowledge that pupils need. Leaders have already taken steps to address this. Subject leaders are in the process of developing more effective curriculum plans. There is time set aside for all staff to receive training in these new plans. The COVID-19 (coronavirus) pandemic interrupted this school improvement work. The new plans will be in place from September. Leaders have developed an approach to assessment which tracks what pupils know and can do. Teachers are not using this approach consistently. For example, leaders expect literacy to be tracked in all subjects but sometimes this is not being done. Leaders are aware of this and have taken steps to improve assessment. They have built clearer assessments into the revised schemes of work that will be in place from September. Inspection report: Clervaux Garden School 14–16 July 2021 2 Leaders keep pupils’ progress under close review and make sure pupils get extra help when needed. Leaders gather a lot of information about pupils when they first join the school. Staff check what pupils know and what learning they have missed. Teachers use this information to write subject plans for each pupil. Leaders design programmes to support pupils’ social and emotional development. Pupils have the support of therapists for specific needs. For example, a speech and language therapist works with pupils who struggle with their spoken communication. Leaders prioritise the teaching of reading. Staff know how to check pupils’ phonics knowledge and how to address any gaps in missed learning. The words in the books that pupils read contain the sounds that they have been taught and know. Leaders ensure that each pupil has an individual reading plan. This helps pupils to develop as readers. Pupils have access to a wide range of formal qualifications. For example, pupils can take GCSE English, as well as an Open College Network award in animal care. The proprietor employs a pathways coordinator. The pathways coordinator teaches all pupils in the school about different careers and what skills you need for them. The school’s independent careers adviser helps pupils make decisions about their next steps into education, training or employment. Students who stay into the sixth form add to their qualifications. They also get work experience and prepare for independent living. For example, some students work at a local shop and café. Staff support pupils well to ensure their needs are met. Staff help pupils to stay calm. This enables pupils to stay focused on their learning. Many pupils have missed long periods of school before joining Clervaux Garden School. Leaders help pupils to improve their attendance. One parent said, ‘My child is thriving here, it is the first school he has been to where he will go every day.’ The school’s personal, social and health education programme is delivered through all aspects of school life, including the topics covered at the weekly Clervaux knot. Pupils learn about themselves and about the rights of others. They also learn about relationships and sex education (RSE). Parents have contributed to the development of the RSE policy. Leaders recognise the importance of the spiritual, moral, social and cultural development of pupils at the school. Pupils learn about the world around them. For example, there is a programme of celebrations linked to different religions and ancient festivals. Pupils’ talents and interests are fostered through the practical curriculum. Leadership of the school is strong. The proprietor has ensured that the independent school standards are met. The school is part of the Ruskin Mill Trust. Trust directors support the headteacher well. Trustees govern the school well. The trustees meet regularly and receive detailed reports from school leaders. Trustees visit the school frequently. They carry out audits to ensure the independent school standards are met. The trustees ensure there is investment in the school. The premises and grounds are delightful and well looked after. The trustees are aware of their duty under the Equality Act 2010. Inspection report: Clervaux Garden School 14–16 July 2021 3 Trustees are rightly proud of the way that equality and diversity are woven into the life of the school.

Clervaux Garden School Parent Reviews



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Clervaux Garden School Catchment Area Map

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.