Paces School for Conductive Education, Sheffield

What is it like to attend this school?

The school's inclusive approach ensures there are no barriers to pupils' achievements. Pupils' special educational needs and/or disabilities are understood and met well by dedicated, highly skilled staff. Staff know pupils well. They guide and support pupils, empowering them to communicate their needs and feelings. Pupils are safe and trust that adults will take care of them. Pupils are polite and respectful. They respond positively to familiar adults and to visitors to the school.

The school has recently moved to a new building. The environment has been refurbished and is welcoming. Leaders have established an ambitious vision for pupils to be prepared for adulthood and to become independent. The physical learning environment enables pupils to engage well in learning. Adults provide highly tailored provision to meet pupils' individual physical, emotional and medical needs. Adults have an expert understanding of how to develop and support the earliest stages of pupils' communication and interaction with others. The school ensures that all pupils, including those in the early years and sixth form, access a broad and relevant curriculum.

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

The school's ambitious curriculum is coherently planned from the early years to post-16. The school's chosen approach of conductive education carefully balances physical development and communication with academic learning. The communication curriculum ensures pupils access the wider curriculum. Pupils frequently practise communication skills throughout the curriculum. For many pupils, communication tools enhance learning. Since the last inspection, leaders have developed a subject-specific curriculum that meets pupils' individual needs. The school has identified the most important knowledge that it wants pupils to learn in all subjects. Teachers check how well pupils are learning the intended curriculum. However, subject leaders have not had the opportunity to check the delivery and impact of their subjects.

Pupils recognise that supporting their physical development encourages them to be more independent. They make progress from being heavily supported to greater independence. Pupils see the difference it makes to their lives. They talk knowledgeably about the progress that they make with mobility and life skills.

Leadership & management.

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