Napier School, Farnborough

What is it like to attend this school?

Pupils and staff are proud to be a part of the Napier School community. Most pupils who are on roll here have not attended school regularly in the past. Since starting at Napier, they are excited to come into school each day, because they know that staff care for them well and understand how to meet their individual needs. Pupils feel safe here and develop warm and trusting relationships with the staff who support them.

Pupils benefit from the school's focus on communicating their emotions and preferences. This empowers them to express themselves and to feel heard. Some pupils are nominated to be part of the school council where they can make contributions to the school, such as helping to decide how money from fundraising events is spent.

What does the school do well and what does it need to do better?

Napier School has succeeded in its aim of creating a safe and happy place for pupils to learn. The school recognises that progress looks different for everyone, and has successfully developed a flexible approach to curriculum based on pupils' individual needs. Pupils at this school have a range of special educational needs and/or disabilities associated with autism. The school has rightly prioritised the therapeutic inputs that its pupils need to thrive. Clinical therapists work alongside teachers skilfully to ensure that each pupils' needs are well understood and met. There is a strong emphasis on developing communication and interaction because leaders recognise that this will make the greatest difference to pupils' future success. Reading is also prioritised right from the early years.

Since opening in September, the school has adapted its curriculum to meet the needs of the pupil cohort. There are clearly defined end goals in each subject. These are used by teachers to assess the progress that pupils are making and to adapt teaching if needed. This work has generally been successful and pupils learn well here. However, there are some occasions where the tasks chosen by teachers are not precisely matched to the intended learning. In mathematics, for example, the exact knowledge pupils are expected to learn and remember is not always clear.

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