Brookfield Special School

Overview

The inspection occurred during industrial action, meaning teachers did not cooperate with inspectors. Consequently, the ETI states it is “unable to assure” parents of the quality of education or safeguarding provided. The report notes that while some evidence was available, full evaluations of outcomes, provision, and leadership were not possible.

Strengths

• The process for monitoring progress is described as “robust” and developing appropriately for children’s complex needs.
• Data indicates most children make “good progress” in mathematics, ICT, and communication.
• Children spoke “confidently and with pride” about meaningful roles and enjoyed activities like art and cookery.
• Staff provide “well-structured and highly effective support” for unsettled children requiring one-to-one work.
• The school development plan is informed by “rigorous consultation” and focuses on improving provision for diverse needs.

Areas to improve

• There is a “lack of appropriate accommodation and resources” for one-to-one work and sensory needs for children with complex difficulties.
• Governance requires review to “develop oversight of the outcomes and standards” and provide updated child protection training for governors.
• The distribution of senior leadership responsibilities for literacy and numeracy needs a “timely review” to maintain strategic focus.

Safeguarding

The report states that arrangements for safeguarding pupils are “unsatisfactory,” citing urgent needs for governor training, staff vetting, and policy reviews, though a follow-up visit noted these had subsequently been addressed to “reflect broadly the guidance.”