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School Evaluation

School Self Evaluation (June 2020)

June 2020

  • The individual behaviour management is a strength within the school.  Staff are quick to recognise when pupils are becoming heightened and successfully support pupils to ensure they are able to regulate.
  • The PSD curriculum is fully embedded into all teaching across the school as well as being taught in explicit lessons.  It enables the pupils learn and practice skills needed throughout life in a safe and supportive environment.
  • St Luke's School's curriculum provides for pupils' broader development, with a focus on Personal and Social Development.
  • Leaders are working hard to ensure the curriculum maintains its breadth and coverage as it develops Pathways for children of differing complex needs.
  • KS4 outcomes demonstrate value added progress from the children's starting points in both academic and pastoral subject area qualifications.
  • Preparation for the world of work is well-designed and supports children to see themselves as contributors to the workplace.
  • Pupils settle quickly and well as a result of strong transitions into and out of the school.
  • Pastoral care for all ages is excellent as a result of knowing the children very well and the support for their families.
  • Relationships between staff and pupils are highly positive. 
  • Leaders have established effective links with businesses and other external providers. The school has a very good reputation in the community.
  • All pupils who left the school in July 2018 went on to further education or work after gaining suitable qualifications. This is the norm.
  • Pupils behave well as staff work hard to meet their needs through impactful interventions.
  • Pupils are happy and want to achieve well.
  • Pupils make good and often better progress from their starting points in a range of subject areas.
  • The majority of parents are very happy with the work of the school. They appreciate the pastoral care their children receive.
  • Attendance of some pupils is not good enough and the school is working to develop stronger systems and support for those who school-refuse and where children should be in school for other reasons.
  • Behaviour management skills are not consistently strong across all members of staff, meaning that high expectations are not always consistently enforced.
  • The school has a strong culture of safeguarding and is widening the team of professionals to ensure monitoring beyond the school's statutory responsibilities takes place, routinely.

Most Recent National Autistic Society (NAS) Report (November 2021)