Watermill School

Overview

Watermill School continues to be a good school, providing a nurturing environment where pupils with special educational needs and disabilities feel safe, valued, and confident. The report highlights a strong culture of care, with staff working closely with families to support pupils’ sensory, physical, and learning needs, resulting in improved attendance and positive mental health.

Strengths

• Staff provide "carefully considered support" for pupils with sensory processing needs, helping them regulate feelings through activities like sensory play.
• The school prioritises reading, using signing, symbols, and communication systems to help pupils become "confident readers" and broaden their vocabulary.
• Pupils are described as "confident, happy and have real strength of character," supported by a curriculum that encourages independence and choice.
• An "impressive range of school clubs" and opportunities to engage with nature enrich pupils’ time and support their well-being.
• Parents feel relieved to have found a school that "cared for their children in the way they always hoped for," noting they no longer need to fight for their child’s needs.

Areas to improve

• The curriculum is not always coherently planned; the school must ensure subject knowledge is defined in a "logical sequence" for all pupils to aid cumulative learning.
• Some staff use too many words in interactions, which confuses pupils; all staff must use language "carefully and precisely" to support understanding, particularly for those with complex communication needs.

Safeguarding

The arrangements for safeguarding are effective.