Inspectors visited the school in November and, in their newly published report, praise the high quality teaching, inclusive culture and strong leadership that enable children and young people to thrive.
The report details how the school’s pupils, who are aged 3 to 19 and have a range of special educational needs and disabilities, ‘achieve well’, with the school’s ‘ambitious and broad curriculum’ enabling pupils to study and successfully complete a wide range of qualifications, including GCSEs.
Staff receive regular and highly effective training that ensures that they understand pupils’ differing needs, with this work beginning before each child joins Penn Hall. Once there, the school, health, social care and education professionals work together with parents and carers to provide highly individualised support which is ‘effective and enables pupils to access the whole curriculum’.
Staff are ‘particularly skilled’ at adapting learning for the range of needs pupils have, and successfully incorporate pupils’ targets from education, health and care plans. They teach well, ensuring pupils learn the foundational knowledge they need in mathematics and reading. Phonics, for instance, is taught ‘successfully and consistently well’.
Relationships between staff and pupils are ‘highly positive’ and built on trust, respect and kindness. Staff consistently model and expect positive behaviour and pupils respond ‘admirably’, creating a ‘calm, purposeful environment conducive to high levels of engagement and positive attitudes to learning’.
The school’s post-16 provision is inclusive, aiming to prepare students for adulthood, further education and employment, with Penn Hall’s new curriculum described as ‘ambitious’ and ensuring ‘high aspirations for all’. Students at post-16 progress well, becoming ‘true role models for younger pupils’. Careers education is a particular feature of the school.
Leaders, trustees and governors share a ‘clear and compelling vision’ to deliver high quality, inclusive education, putting pupils’ best interests ‘at the heart of all decision making’. They have a ‘precise and comprehensive’ understanding of the school’s strengths and areas for development, and foster a culture of openness, challenge and continuous improvement which receives ‘highly effective support’ from the Amethyst Academies Trust. Governance is also ‘purposeful and rigorous’.
Staff feel proud to work at Penn Hall while pupils enjoy coming to school and are rarely absent, with innovative approaches resulting in attendance levels consistently above the national average for a specialist setting.
Under its new inspection regime, Ofsted concluded that Penn Hall is at Strong Standard for Attendance and behaviour, Inclusion, Leadership and governance, and Personal development and well being, and at Expected Standard for Achievement, Curriculum and teaching, and Post 16 provision. The school also meets safeguarding standards, with developing pupils’ understanding of staying safe described as a core priority, ‘taught explicitly and embedded through school life.’
Headteacher Konrad Katarzynski said: “Our Ofsted outcome is a true reflection of the dedication, expertise and unwavering commitment of the entire Penn Hall community. I could not be prouder of our staff, our families, and – most importantly – our incredible pupils who inspire us every single day.”
Councillor Jacqui Coogan, the City of Wolverhampton Council’s Cabinet Member for Children, Young People and Education, added: “This is a fantastic outcome for Penn Hall School and a testament to the dedication and skill of everyone involved.
“The report clearly reflects a school that puts children first, with staff, leaders and families working together to give their pupils the very best start in life.”
