Branthwaite Academy

Overview

The report describes a special school for pupils with autism that has recovered from a period of instability to become a "stable and caring place to be." While pupils feel safe and behave well, the quality of education and leadership are judged as requiring improvement due to inconsistencies in curriculum design and assessment across several subjects.

Strengths

• Pupils are "welcomed... with a warm smile" and feel they are in "safe hands," resulting in high levels of happiness and security.
• Behaviour is praised as "Good," with pupils being respectful, self-regulating, and acting as positive role models.
• Personal development is "Good," highlighted by enthusiastic participation in "enterprise" activities that build confidence, independence, and work skills.
• Staff are knowledgeable and provide "sensitive support" for attendance and emotional needs, fostering a strong pupil voice in school decisions.
• Safeguarding arrangements are deemed "effective," with a culture that puts pupils’ interests first.

Areas to improve

• The curriculum in several subjects, including the sixth form and PSHE, is "underdeveloped," lacking clear sequencing of knowledge which hinders pupil achievement.
• Assessment strategies are not used effectively in some subjects, meaning teachers do not consistently identify gaps in pupils’ knowledge or plan next steps accurately.
• Information regarding pupils’ SEND needs is not precise enough, leading to targets that fail to accurately identify individual learning next steps.

Safeguarding

The report states that "The arrangements for safeguarding are effective."