Ofsted might not give single-phrase ratings anymore but when a school is ‘outstanding’ in every area it is clear how impressed inspectors were.

Breakspeare School, in Gallows Hill Lane, Abbots Langley, received the top grade in every category when its report was published on Thursday, October 24, after an inspection on October 1.

After the Watford Observer shared some highlights earlier in the week, read the special school's full report below:

What is it like to attend this school?

Pupils receive exceptional care. They trust that any discomfort or unease will be swiftly spotted and solved. This is because pupils’ assigned staff are deeply attuned to their wants and needs. This safeguards pupils’ dignity and ensures a nurturing, secure environment.

Established routines and respectful relationships maintain high standards of behaviour. The daily greeting, for example, teaches pupils to use their communication strategy to politely acknowledge those around them. 

Getting out into the community helps pupils develop their independence. For example, they go bowling, dine in cafés or visit the library. These visits also improve their writing skills.

Recently, pupils wrote a letter to a local business. They successfully requested a wheelchair ramp be installed, so all their friends could come inside. This shows how the school supports pupils to want the best for themselves and others.

 Students in the sixth form thrive. The carefully crafted curriculum uncovers their talents and interests. For example, they tend to gardens on and off site, inspiring some to study horticulture at college. Some students work with a local gardening business. Success stories like these are common throughout the school.

 Being in an environment that brings out the best in them boosts pupils’ confidence and pride in their achievements.

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

Learning

Since the last inspection, leaders have produced a precise curriculum. It outlines what pupils should learn from the early years through to sixth form. The school’s child-centred approach allows for careful pupil grouping. It means pupils access the lessons and facilities that best meet their needs.

Staff sensibly align long-term aims from education, health, and care (EHC) plans with short-term curriculum targets. This ensures purposeful daily learning, evident in pupils’ workbooks and discussions.

By sixth form, students confidently complete tailored qualifications. These showcase their knowledge and skills, whether writing by hand or using assistive technology.

The school uses evidence-informed approaches to teach pupils communication and reading. Staff choose suitable methods based on their understanding of each pupils’ needs and their EHC plan. They regularly create opportunities for pupils to practise and reinforce their learning. For instance, the weekly signing assembly teaches pupils to use gestures to express their thoughts and feelings.

Fostering a love for both classic and modern stories is a top priority. Staff ignite pupils' imagination with sensory storytelling that captivates them. Carefully chosen lighting, sounds, and textured fabrics keep pupils engaged and immersed.

Support

Some pupils have medical needs that cause frequent absences. The school advocates for these pupils with external agencies. The aim is to ensure pupils receive the necessary care and support to return to school. Leaders’ supportive work with parents and carers has significantly improved some pupils’ attendance. 

The school is calm and purposeful. Leaders recruit and train staff who understand the challenges pupils face. Staff guide pupils to become independent and respectful individuals. Staff know when to push pupils out of their comfort zone. This broadens their sensory experiences. They also know when to step in and offer support if a pupil becomes dysregulated.

This empathy is evident in how pupils interact with each other. For example, they happily dine together in the hall. They also share their friends’ likes and dislikes to show their interest in those around them.

Careers and development

The school offers an exceptional personal development programme. Pupils develop responsibility and respect by caring for animals. Lunchtime clubs, assemblies, and wholeschool events nurture pupils’ social skills. Cross-school collaborations, including art and sports festivals, expand these opportunities.

The school also prioritises pupils’ physical and mental health. The offer includes effective physical therapy and counselling for those pupils needing it. 

The careers programme is embedded in the curriculum and school life. Younger pupils learn personal responsibility by tidying their belongings. Older pupils complete job applications for roles within the school. These include delivering milk, laundry service or maintaining the library. The school has links with local businesses, such as a charity shop.

These links allow the school to arrange work experience for pupils who can manage it. Staff work closely with pupils and parents to plan future pathways. This ensures smooth transitions to college or specialised residential care.

Leadership

Leaders, including governors, aim high and think deeply. They know how to challenge and bring out the best in themselves and others. Staff appreciate well-being arrangements, such as the buddy system. It ensures new staff receive the support they need to hit the ground running.

Feeling valued means staff welcome feedback and training. The behaviour support team, for example, encourage openness and trust. So, staff feel comfortable seeking advice to support pupils’ behaviour safely and well.

The strong focus on professional development ensures a highly skilled workforce.

Safeguarding

The arrangements for safeguarding are effective.