An independent school offering specialist education for pupils with social, emotional or mental health needs has earned a ‘good’ Ofsted ranking. Neptune School, on Poplar Road in Warmley, was previously given a ‘requires improvement’ rating in March 2023 but has since improved according to inspectors, earning a ‘good’ rating in each key judgement.
Every pupil at the school, which provides education for pupils in Key Stage 2 through to KS4, have an education, health and care plan. The pupil’s places at the school are funded by the Bristol, South Gloucestershire, Somerset and Bath and North-East Somerset local authorities.
At the time of the inspection, dated October 15 through to October 17, there were 25 pupils on the school roll. The pupils had typically had negative experiences of education in the past, resulting in large parts of their education being missed and gaps in the knowledge.
But now Neptune School is a “warm, welcoming and caring place” and most pupils enjoy school and learn well across a range of subjects.
The report said: “Staff take time to get to know and understand every pupil for the individuals they are. They have high expectations for what pupils can achieve. Pupils appreciate the time and care that staff show them and they understand how this helps them to feel safe.
“The school offers high quality therapeutic provision. This means that pupils receive individually tailored guidance to help them continue to develop socially and emotionally. Most pupils are polite, well-mannered and respectful, as a result, there is a calm environment in classrooms.
“Pupils benefit from a wide range of opportunities which help prepare them for life in the wider world. They enjoy the off-site learning experiences which build their independence.”
The curriculum
Since March 2023, Neptune School has taken ‘effective action’ to strengthen the curriculum and raise its overall ambitions. The curriculum makes the important knowledge clear and makes the social skills it wants pupils to learn and develop identified, in order to help them become ‘active members of society’.
Most teachers have the expertise to deliver the curriculum effectively and ar4e able to use everyday objects to help pupils understand key concepts, like place value in mathematics. However, in a small number of subjects, staff’s subject knowledge is not as secure as it can be, meaning some pupils struggle to remember key learning in the long term.
As every pupil has an EHC plan, the school implements checks when pupils arrive at the school, which are described as ‘robust’, meaning teachers know pupils’ needs and individual starting points. Throughout the school, the school checks pupils on how well they learn the curriculum.
The report said: “Most teachers use this information to provide pupils with the support they need. However, on occasions, the information on what pupils know and can do is not used well enough to inform future learning. Some pupils complete activities that are either too hard or too easy for them and as a result, they do not deepen their knowledge or understanding as well as they could.”
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“The personal development offer is central to the school’s work”
The attendance of pupils at the school is higher than historical figures and when attendance dips, the school works with families and external agencies to remove any barriers to attendance which may exist. Most pupils are eager to participate in lessons and staff know how to respond when pupils are struggling.
The report added: “The personal development offer is central to the school’s work. Pupils enjoy the opportunities they have to develop their creative, sporting and artistic talents. They particularly enjoy cooking and understand how this helps them to be healthy.
“Younger pupils develop their social skills which helps them to prepare for life in the adult world. Older pupils enjoy their visits to local colleges. They understand how this helps them to develop their understanding of the careers and options on offer to them for their futures.
“The proprietor body has a clear vision for the school, it offers challenge and support to further improve the quality of the provision. Staff are highly positive about working at the school, they value both the team spirit that exists and the investment that the school makes in developing their teaching expertise.”
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