What others say

What others say


Northumbria Police Cyber Prevent Workshop – March 2024

  • “I have to say it was a great pleasure and we really enjoyed the day.”
  • “We were so impressed with the students, from their exemplary behaviour, to their positive engagement, with pertinent questions asked and the knowledge they displayed around the topic being discussed.”

Challenge Partner Review – December 2023 judged effective 

  • “At BPA there is a clear commitment to developing colleagues, using expertise within the school, Trust networks and more widely. Leaders are offered national professional qualifications where relevant. Teaching support staff have recently updated their knowledge of autism best practice.”
  • “The multi-disciplinary team (MDT) – the Safeguarding Lead, Assistant Occupational Therapist, Speech and Language Therapist (SALT), EHCP coordinator and Behaviour Support Manager – has a clear, effective ‘joined up’approach, using in-depth knowledge of students and families, to target support.”
  • “Enthusiastic, new middle leaders see how they fit in to the bigger picture of school development. The skilled and experienced leader of physical development and outdoor learning has worked across the Trust to develop pathways. Physical development is effectively integrated across the curriculum.”
  • “The highly effective, graduated, pastoral offer, builds on a well thought out core offer, which includes emotion coaching, Zones of Regulation and assertive discipline. The enhanced, advanced and peak offers build on inschool expertise and mobilise appropriate support from beyond the school.”
  • “Most students join BPA in Year 7. Well established relationships with feeder schools enable smooth personalised transitions. Year 7 students are more class based and topics such as ‘Me, myself I’ and ‘What autism means to me’,support their introduction to school life.”
  • “The learning ethos at BPA is calm and purposeful, due to strong studentknowledge, trusting relationships and clear, personalised routines and structures.”
  • “Well thought out learning environments, adapted to students’ needs, enableself-regulation and maximise learning. In a Pathway 4 literacy lesson, in Key Stage 4, a student used pedals under the table to self-regulate. Visual supports, timetables and key messages are prominently displayed across the school. In the Hub, individual work stations and small group sessions supported consistent student engagement. Where appropriate, students use concrete resources to support their learning.”
  • “Students make strong personal and academic progress. In 2023, at the end of Year 11, almost all students achieved a range of qualifications from entry level 1 to GCSE 5 in English, mathematics and science, alongside a range of practical and vocational qualifications. In the sixth form, in English and mathematics, almost all students achieved the next level of qualification, complemented by all students achieving a wide range of relevant vocational qualifications.”

Challenge Partner Review – June 2023

  • “Leaders at BP are wedded to their achievements in relation to becoming an accredited national leader as a ‘Thinking School’. Displays reflect Edward de Bono’s ‘Six Thinking Hats’, the school’s ‘Thinking Frames’ explain the types of thinking skills needed for any lesson. With this consistent, well researched approach, pupils have the opportunity to acquire key language and, through this, develop their oracy.”
  • “Leaders are able to articulate what their aspirational hopes are for their pupils. They know the strength of the school’s Sixth Form. BP is a school where more pupils than the national average for specialist provision, move on into paid employment. Leaders track ex-pupils’ success for years, and this adds into the school Careers Information Advice and Guidance, for use at annual reviews.”
  • “Moving through the school, great care has been taken not to cognitively overload pupils. In corridors, low arousal colours for floors and carpets match stripped back displays that cover education information such as UNICEF’s Rights of the Child, the latest news from Lego Club or this year’s Silver Duke of Edinburgh Awards. Pupils with autism manage in this environment, taking an interest in what the displays show, and benefiting from not becoming overstimulated and, consequently, dysregulated.”
  • “The behaviour for learning demonstrated by pupils at BP is exceptional. For the majority of time, learning is purposeful and engaging. Pupils know what they have to achieve, and there is an air of celebration within these achievements. When behaviour and attitudes are this strong, pupils have every opportunity to make the best of their time at BP.”
  • “The curriculum offered at BP and the method of its delivery is commonly through the written word and spoken language. While this is unusual for a specialist provision, BP is a school where pupils have a higher level of oracy than is common in similar provisions. This approach seems to bring strong results, when transferred into wider society. Moving forwards, with the evidence that the cohort is becoming more complex year-on-year, staff are reflecting on whether more layering of communication could be used, such as Widgit timetables, more uniform symbols, picture prompts and concrete objects.”

Rights Respecting School Award accreditation – October 2021

  • It was clear that being involved with RRSA had supported the school on their improvement journey, with significant impact highlighted in all areas of the evaluation documentation. The RRSA Lead said, “The biggest impact on our students has been their desire to help and support each other. They have a real desire to be connected to the world. It has given them a real sense of pride…it just bursts into life and runs through the whole school.”
  • Students understood that all adults across the school were responsible for supporting them to access their rights. They understood that if they had a worry or concern, that a duty bearer would listen to them. All agreed that they felt safe in school, with one student commenting, “With Covid, we have to wash our handsmore and be safe. We learn about keeping safe online, we do e-safety. The school keeps us safe. It keeps getting better.”
  • Students felt that relationships across the school were positive; “We all get on with each other, and if we fall out, we sort it out and an adult helps us. Sometimes at football, people fall out but you have to sort it out.”
  • Students agreed that they are able to play an important part in their education, from coming up with new ideas, to setting targets and tracking progress. One studentsaid, “We usually set a target in Maths and English and we know we can ask for help if we need it.” Staff shared pupils are encouraged and supported to play an active role in their own learning and care plans.
  • Student social and emotional wellbeing is a priority and a key strength of the school. The Headteacher shared that during lockdown, to support students and their families, the school opened drop-in health clinics with nurses on site to support accessibility. Students have reported that they are happier and feel healthier.