Five essential points

Children, young people and parents need a role in improvement

Leadership and self-evaluation are improving across many special schools and units. Most settings have clear values that promote wellbeing, equality and children’s rights.

Senior leaders and staff are using data better to identify priorities, but they need to improve their evaluation of impact further. Children, young people and parents should be able to play a greater part in self-evaluation and change.

Learners need more challenge

Learning, teaching and assessment are improving, but learners need more challenge. In almost all special schools and units, strong, nurturing relationships support high engagement.

Staff are making better use of learning environments, digital technology and outdoor learning. Assessment, tracking and monitoring are improving in most settings, but many schools still need stronger differentiation and more pace and challenge for all learners.

Curriculum pathways are improving

Curriculum pathways are improving, but learners’ entitlements must be fully met. Curriculum pathways are becoming more progressive and better aligned to learners’ interests and ambitions.

Most settings have a strong focus on skills development, but schools and units must ensure that all learners, especially those on part-time programmes, receive a broad and balanced curriculum.

Individual planning needs to be more consistent

Special schools and units are highly inclusive and strongly focused on wellbeing. Staff respond well to learners’ increasingly diverse social, emotional and mental health needs, and children and young people feel respected, cared for and safe. Personalised planning is improving, but targets and evaluation of impact need to be stronger.

Attainment and achievement are improving

Most children and young people are attaining and achieving well, developing skills that support their needs and aspirations. Young people in the senior phase are gaining a wider range of qualifications and awards, and staff are tracking progress more effectively. However, many learners could achieve more with greater challenge.