Russet House School Report
Scottish Literacy ReportScottish Numeracy Report
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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.
View exam results via the link below and contact the school to ask about measuring pupil progress.
Pupils are happy and flourish at this school. They attend regularly, learn in an atmosphere that is calm, and feel safe and secure. This is because pupils are well cared for by staff who enjoy working at the school. Leaders and staff strive to achieve the very best for pupils. Staff discuss bullying with pupils, so they are aware of what to look out for. Pupils behave well and bullying is rare. Support for pupils in lessons is a consistent feature across the school. Pupils are grouped to ensure that the different learning ‘pathways’ they are on meet their individual education, social and communication needs. The curriculum is adapted accordingly, and they become increasingly confident learners over time. Pupils are taught to communicate effectively and practise the social skills they need to use daily. Leaders provide a wide variety of activities and experiences to broaden and enhance learning, including visits to the recycling centre and garden centres. Leaders make sure that there are strong links between school and home. Parents and carers are positive about the school. A typical comment from parents was, ‘Russet House School is the best thing that happens in my life for me and my son. I’m very happy with school and with the teachers.’ What does the school do well and what does it need to do better? The curriculum has been carefully structured to consider pupils’ special educational needs and/or disabilities. Leaders have taken account of what pupils need to know and be able to do. Subject leaders recognise that the foundations for the school curriculum start in early years. Children in early years enjoy well-constructed activities that support their development. Pupils’ learning covers a wide range of subjects and experiences. Teachers adapt activities effectively, in appropriately designed small steps. Leaders keep parents well informed and involved in planning relevant targets informed by each pupil’s education, health and care (EHC) plan. Parents see the progress their child is making. Most subject leaders are knowledgeable and provide support for staff. In English and mathematics, for example, they check that each step in the curriculum builds on what pupils already know. However, in some subjects, the ambition is less clear. Leaders have not identified precisely the key knowledge and curriculum content that pupils need to learn regardless of their needs. This prevents pupils from building their understanding over time. Pupils try hard, and they are helped and supported to attempt new skills and activities. Adults are effective in supporting and encouraging pupils to learn. For example, pupils practise important life skills through visits to shops, public swimming baths and parks. Pupils learn to be tolerant of and respectful towards each other, as well as towards other cultures and beliefs in their wider community. Inspection report: Russet House School 4 and 5 May, and 11 and 12 May 2022 2 Leaders have prioritised the development of pupils’ communication and reading skills. They have ensured that all staff are trained to skilfully and consistently use alternative means of communication, such as symbols and pictures, for those pupils who need it. The few pupils who are ready for phonics are not confident in their use. These pupils do not learn to read well because they are not taught in a consistent and systematic way. Leaders have implemented changes to the ways in which staff check how well pupils are progressing. Much careful thought has gone into how, and when, it is best to use feedback to help pupils move forward in their learning. This is embedded in many subjects, but not all. Staff consistently and skilfully manage pupils’ emotions and resulting behaviours. Consequently, pupils can keep their concentration, begin to regulate their behaviour and learn well over time. This helps pupils to be ready for their next steps when leaving this school. Leaders plan carefully for pupils’ transition to secondary education. When pupils leave, they are well prepared for the next stage of their education. Leaders and governors are knowledgeable about the needs of pupils and staff. Staff feel well supported and their well-being is considered. Governors hold leaders to account for the quality of education and provision. Leaders’ work is checked through established systems to ensure that governors have an accurate picture of what is done well and what needs further improvement.
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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.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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