Hope School

Hi Mr. Naik, a quick tour of Hope School I am writing on behalf of Her Majesty's Chief Inspector of Education, Children's Services, and Skills to share the results of the inspection after visiting the school on April 2, 2019, with Cole Andrew, an Ofsted inspector.
The short inspection was the institution's first since it was deemed excellent in November 2014.
Since the previous inspection, the leadership group has kept the school's exceptional level of instruction.
You are a motivating school administrator.
You strongly believe that it is important to comprehend students' behaviour.
You evaluated the level of achievement your students achieved after leaving Hope School.
You were aware that students could control their behaviour while in class, but your investigation revealed that this control was not present outside of the classroom.
This prompted you to decide to fundamentally alter how your school manages the behaviour of its students.
You have created a school that is sensitive to supporting students with attachment and complicated trauma histories based on scholarly research.
With this new strategy, behaviour was controlled inside rather than through external rewards and punishments.
The focus shifted to comprehending the underlying causes of behaviour.
With this method, students have the ability to manage their own behaviour without help from others.
This aided parents in furthering their children's understanding of appropriate behaviour at home.
This new strategy has resulted in the development of a school that is dedicated to learning why students struggle to control their behaviour.
With assistance from knowledgeable professionals, students create behaviour management plans.
This showed that the attachment-sensitive strategy was clearly understood by everyone in the school.
Academic research is used to guide decisions in every area of the school.
The leadership team has a very reflective culture.
This guarantees that the effects of change are thoroughly tracked.
Leaders made the decision to let students pick the adult they wanted to assist them.
Your team has enthusiastically embraced the new strategy.
Following some debate and training, governors now wholeheartedly endorse your new strategy.
When asked about your school's effects on their children during the inspection, parents and carers expressed great satisfaction.
The attachment-sensitive strategy you have chosen has the full endorsement of the local authority.
They notice the improvement in students' capacity for behaviour regulation.
Additionally, it now has a plethora of information outlining the attachment-sensitive strategy you have chosen.
The school as a whole has a very strong culture of safety.
Students learn how to help keep themselves safe through the curriculum.
Parents surveyed during the inspection reported that staff members protect their kids.
I was interested in learning how the attachment-sensitive strategy affected students' outcomes.
The attachment-sensitive method aids in increasing students' confidence and self-worth.
They effectively track and assess how they're using this funds.
For instance, school administrators saw that underprivileged students were developing more slowly in mathematics than in English.
Funding from the pupil premium was used to assist students in acquiring essential mathematics abilities.
The impact of this has been a reduction in the different progress that disadvantaged pupils make in mathematics and English.
The curriculum was identified as a key strength of the school at the last inspection.
The school day starts with individualised activities designed to prepare pupils for learning.
The day continues with lessons based around the national curriculum.
A rich, imaginative and varied learning experience significantly contributes to developing pupils' knowledge.
mathematics and literacy.
The high-quality curriculum is both motivating and exciting.
Pupils are very engaged in their learning.
The curriculum equips pupils with the academic and emotional skills they need for the next stage of their education.
Attendance is currently above national averages compared to special schools.
It has improved steadily since the introduction of the attachment-sensitive approach.
Systems for monitoring absence are meticulous and robust.
Analysis of data includes looking for trends in absence which may indicate needs that are not being met in school.
This is an example of leaders' strategic approach to addressing barriers to attendance.
There is a small group of pupils who are persistently absent.
Monitoring of these pupils is part of the school's safeguarding system.
Support plans address the reasons for absence.
Staff work closely with the pupils' families to improve attendance.
As a result, the proportion of pupils that are persistently absent has reduced significantly compared to last year.
staff continue to develop work with the local authority to share good practice in supporting pupils with attachment disorder.
I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children's services for Liverpool.
This letter will be published on the Ofsted website.
Information about the inspection During the inspection, inspectors met with you and other leaders.
An inspector also met with five members of the governing body and with representatives from the local authority.