Pupils are happy and kept safe at this recently opened school. The dedicated staff are expert in caring for pupils’ complex needs. Staff have high expectations of pupils. They expect pupils to succeed and behave well. Staff are skilful in managing pupils’ sometimes challenging behaviour. Instances of bullying are extremely rare. Pupils experience a good range of well-planned, appropriate activities. The classrooms, kitchens, dining area and buildings are all modern and welcoming. Pupils enjoy swimming, horse riding, visiting the local community and walking in the countryside. They also enjoy visiting local towns and cafes. These visits help to develop their communication and social skills. Pupils develop physically by using the extensive outdoor adventure equipment. Pupils’ sensory needs are met through the well-resourced soft play and sensory rooms. They particularly enjoy taking care of Dave, the school rabbit. Parents and carers have very positive views. A typical comment was, ‘This school is absolutely amazing! Our son finally has people who understand his needs.’ What does the school do well and what does it need to do better? Leaders have ensured that there is an ambitious, well-planned and sequenced curriculum. It caters well for pupils’ individual needs. For example, some pupils learn to recognise and use different coins. Next, they visit a local garden centre and use this knowledge to buy seeds. They grow the seeds as part of a science project. Other pupils learn to recognise different colours in art. They enjoy mixing red and yellow paint to make orange. Reading and picture books are prioritised across the school. Pupils enjoy looking at books and listening to stories and poems. Recently, ‘The Very Hungry Caterpillar’ helped pupils to count and learn the names of different fruits. The personal, social, health and economic (PSHE) education curriculum is well planned. Pupils learn about Diwali and Chinese New Year. They eat traditional foods, make clay divas and draw Rangoli patterns. The curriculum allows pupils to contribute to national charities through bake sales. They learn about people who help us, for example, the police, doctors and dentists. However, the aspect around pupils’ careers advice and guidance is not as well thought through as it could be. Pupils do not receive all the necessary and appropriate information regarding their next steps. Pupils are well prepared for their future supported or semi-supported living. The curriculum allows pupils to visit local shops and cafes, to develop their social skills and to learn how to shop. Pupils learn to take turns and share when eating healthy snacks and lunches at social times. Cooking is particularly popular. This helps pupils to improve their cutting and measuring skills. Inspection report: Witham Prospect School 25–26 February 2020 2 Pupils have a good attitude to learning. The bespoke curriculum enables teachers to plan activities that are at the correct level of challenge. Pupils are resilient and try their best to complete these activities. Pupils attend frequently. Those who have had poor attendance at their previous school attend more regularly while at Witham Prospect. Relationships between staff and pupils are warm and respectful. Staff know pupils and their individual needs very well. Staff are skilled in adapting lessons should the need arise. The one-to-one attention and support pupils receive is good. All pupils have an education, health and care plan. Teachers ensure that targets from these plans are consistently planned into lessons. These include visual timetables, physical breaks and extended walks, for example. The proprietor has ensured that all the independent school standards are met. Policies contain up-to-date statutory guidance. The premises are maintained to a very good standard. Pupils are kept safe. Records of fire safety and risk assessments are detailed and thorough. The school complies with schedule 10 of the Equality Act 2010. The proprietor has a good, day-to-day knowledge of the school. The proprietor is, therefore, able to hold leaders rigorously to account. The vast majority of staff have positive views about the school. They told us leaders are sensitive to their workload. Staff appreciate the wide variety of training on offer. One staff member told us, ‘Everything that is done and every decision that is made are for the best outcome for every child here.’ Safeguarding The arrangements for safeguarding are effective. All staff have received appropriate safeguarding training and have read the statutory guidance. They are well aware of the procedures to follow should they be concerned about the welfare of a pupil. Staff know the signs to look for of potential neglect and abuse. Daily meetings between residential and school staff are thorough. The meetings allow for the sharing of relevant and important information. All relevant checks are carried out on adults before they are allowed to work at the school. The school’s safeguarding policy is available for parents on the school’s website.