The leadership team has maintained the good quality of education in the school since the last inspection. There have been two significant developments since the last inspection. The school has joined the Special Partnership Trust, a multi-academy trust comprised of four special schools in Cornwall. In June last year you became acting headteacher. Since your appointment you have sustained the quality of education on offer at Nancealverne. The Special Partnership Trust has supported you by appointing an acting assistant headteacher. Despite the temporary leadership arrangements, trustees, governors, staff and parents see the school as improving rather than just being maintained. When asked to sum up the culture of the school you described it as ‘going above and beyond’ to support pupils and their families. Staff, parents and governors echoed this description. It is also clearly demonstrated by the attitudes seen around your school. Staff have close, caring relationships with pupils. There are effective systems of communication with pupils’ families. Parents and carers are very appreciative of the support provided by the school. Pupils enjoy coming to school. A comment by one pupil typifies this: ‘I have made friends here. I don’t have to only work with adults like I used to at my old school.’ Governors are proud to work with your school. They visit regularly and are very involved in the life of the school. Governors provide challenge and support to you and other leaders. They are very knowledgeable about the school’s strengths as well as the areas you wish to develop. Governors recognise the positive impact your leadership has had on the school. They can see that, despite the temporary nature of your appointment, you have taken full responsibility for continuing to improve the school. The areas for improvement from the last inspection of the predecessor school have been addressed effectively. Leaders were asked to improve the provision to develop pupils’ communication skills. There are now a wide range of communication techniques used to meet individuals’ needs. Every room has a label with a range of communication methods. This gives pupils independence in identifying different rooms. Leaders have introduced a ‘sign of the week’ to promote the effective use of signing. This ensures that all staff build the skills needed to communicate effectively with pupils. In class, pupils benefit from the use of individualised communication aids. These are carefully tailored by staff to individual pupils’ needs. This enables each pupil to participate fully in lessons. The result is that they can make progress in learning. Leaders were also asked to increase opportunities for pupils to engage in community activities and work experience. Leaders have embedded this aspect into school life for all pupils. From the youngest pupils in the school through to the sixth-form students, there is encouragement for all pupils to look at the different types of work people do. Every off-site trip must include a focus on the types of jobs seen during the visit. In key stage 3, there are volunteering opportunities, for example in a local residential care home. This makes thinking about work opportunities more concrete for pupils. In key stages 4 and 5, pupils and their parents receive support to choose their next placements. Leaders have established a well-structured curriculum to promote work-related learning. This has resulted in pupils having a clear understanding of the different options available when they leave your school. They are empowered to make informed choices about their future. Safeguarding is effective. Leaders have ensured that there is a strong culture of safeguarding throughout the school. The care and attention given to all pupils reflect this. Staff place the highest priority on pupils’ safety and well-being. Leaders ensure that all staff are thoroughly trained to support the pupils in their care. Appropriate and timely training ensures that staff have up-to-date knowledge of safeguarding. They are vigilant about potential risks. Statutory checks are carried out on the suitability of staff to work with pupils. The safeguarding governor has attended appropriate training. He visits the school and provides oversight and scrutiny of relevant processes. All staff have a strong working knowledge of safeguarding issues and understand the potential risks to pupils. They engage closely with parents and appropriate authorities to ensure pupils’ safety and well-being. The systems to safeguard pupils are robust and rigorously monitored by leaders.