Pupils enjoy small group and one-to-one teaching. Leaders plan learning pathways that are purposeful and interesting for pupils. Learning is designed to match pupils’ individual needs. Pupils take part in activities in the local community. They learn essential skills to prepare them for life beyond school. Consistent routines throughout the school day help pupils to feel safe. Staff help pupils to overcome barriers to learning. They help them to develop independence and become resilient. Pupils appreciate the support staff provide. They develop trusting relationships. School is a calm environment. Staff help pupils to manage their behaviour and to understand their emotions. Pupils know they can talk to staff about their worries. Staff swiftly deal with any instances of bullying. Pupils are mostly positive about the school. They relish the opportunity to spend time with Harley, the therapy dog. They enjoy taking Harley for walks, and in participating in organised trips, cooking meals and holding class debates. Parents and carers are supportive of the school. One parent, whose comments were typical of many, said, ‘Wolfdale School has made a huge difference to our family. Our child has made positive relationships with staff. They are always available to discuss any issues. They are approachable, professional and friendly.’ What does the school do well and what does it need to do better? Leaders have reviewed the curriculum. They provide educational opportunities that interest pupils and encourage them to succeed. Pupils gain in confidence. Staff teach key knowledge and skills using creative approaches. They make sure that pupils practise and apply essential English and mathematical knowledge. Pupils use this knowledge in subjects such as construction, mechanics and history. The curriculum is ambitious. Topics of learning link across different subjects. Pupils make connections in their learning. Each pupil follows a personalised curriculum pathway. The pathways support pupils’ academic, vocational, therapeutic and personal development needs. Yet, in some subjects, leaders have not identified the key knowledge that pupils need to learn. This includes subjects such as ‘STEAM’ (a curriculum that combines learning from other subjects, including science, technology, engineering, the arts and mathematics). Teachers assess pupils’ individual needs. They identify what pupils know already when they start at the school. They link pupils’ targets to the outcomes in their education, health and care (EHC) plans. Teachers are knowledgeable about the subjects they teach. They use strategies such as questioning and playing games to check what pupils know and can remember. They get to know pupils well. These techniques also help to keep pupils interested and engaged in their learning. Inspection report: Wolfdale School 7 to 9 December 2021 2 Pupils read frequently and at every opportunity. For example, when out in the community, pupils read signs, menus and bus timetables. In lessons, overarching enquiry questions are linked to a text that pupils share in class. Pupils who struggle to read receive support to develop their skills. They use phonics to read unfamiliar words. Trained staff deliver bespoke phonics lessons for pupils. The books pupils read match the sounds they know. Pupils read with enjoyment. They discuss the books they are reading with enthusiasm. Pupils’ personal development is at the heart of the school. The values of tolerance, perseverance, respect and listening to others underpin the ethos and curriculum. Developing pupils’ life skills is a high priority. Staff prepare pupils for their next steps in life. Pupils increasingly take responsibility for aspects of their own life. Staff support them to be responsible citizens. There is a wide variety of events that help to enrich the curriculum. Pupils organise charity events. They take part in fundraising activities in the local community. They learn about equality and diversity. Pupils discuss and debate. They have an age-appropriate understanding of relationships, sex and health education. They are well prepared for life in modern Britain. The proprietor has a suitable programme in place to teach pupils about their options for future careers. Pupils receive independent advice and guidance about further education, employment and training. Most pupils improve their attendance and behaviour as they settle into school. Leaders work with parents to help pupils to attend. Relationships between pupils and staff are positive. Skilled staff support pupils well. Pupils understand the expectations for their behaviour. When necessary, pupils have extra help for their mental health and well-being. Leaders take advice from external professionals to support pupils. Detailed records of behaviour are in place. However, records do not always contain assessments of the impact of actions taken to improve pupils’ behaviour. Staff enjoy working at the school. They receive support from leaders to manage their workload. Leaders are mindful of the well-being of staff. Those who are new to the school appreciate the training and coaching they receive. The proprietor works with senior leaders to check the quality of education for pupils. They use the advice of an external school improvement officer to help them to improve the provision. Together, they ensure that the school meets the independent school standards. There are suitable medical rooms for pupils who may potentially fall ill. Drinking water is available and toilets and urinals have water and washing facilities. The hot water does not pose a risk of scalding. The proprietor insists that leaders carry out regular health-and-safety checks. These include electrical testing, fire safety and fire-evacuation practices. These checks help to make sure that the school buildings are safe. School policies and procedures reflect the latest statutory guidance.