A REVITALISED High Wycombe school is celebrating a dramatic turnaround after leaving special measures.
Chiltern Gate School was placed in special measures after Ofsted inspectors gave it an “inadequate” ranking in December 2012.
It resulted in a reshuffle of the senior leadership team and a full review of every area of the school, which caters for more than 100 children with special educational needs.
The hard work appears to have paid off after the Verney Avenue-based school scored a “good” rating following an Ofsted inspection on June 5.
Headteacher Bradley Taylor said: “Every area within the school has been reviewed, with a clear focus on developing high standards of teaching for the special education provided.
“Children are enthused and excited about coming to school, and every week there is something special on offer.
“The results of the hard work from all the staff is evident in pupils' academic results, with over half of them exceeding expected progress in English, Maths, Science and personal/social skills.
“We are keen to build further on the positive Ofsted report, with the aim of developing an outstanding provision across all inspected areas.”
Mr Taylor revealed plans to develop the school's outside spaces - with tree planting and the clearing of an allotment area - are underway.
The school is also developing its understanding of neuroscience and sport opportunities, with a sensory room to be installed this summer.
He added: “Walking around the school you get the sense of a happy, positive school community.
“The school's tagline is 'towards a bright future' - that journey is well underway.”
Ofsted said the headteacher provided “inspirational leadership” and said the level of teaching is good, with a proportion that is outstanding.
The inspector added pupils enjoyed going to the school, with the majority of them making good or better progress.
The report also said parents and carers felt confident their children were safe and well looked after.
Ofsted said it fell short of “outstanding” as a small minority of less-able pupils do not make enough progress and teachers’ marking and feedback does not give pupils enough feedback.