Delighted staff and pupils at Maple Hayes Dyslexia School in Lichfield are celebrating after receiving a glowing Ofsted report that rated the school as ‘outstanding’ in all areas.
Lead inspector, Sandy Hayes, praised the school for its unique approach to teaching and the staff’s commitment to making sure pupils thrive regardless of learning ability.
She wrote: “Inspectors agree that pupils benefit tremendously from their time at the school. The success of the school is due to the vision, expertise, determination and hard work of the proprietors and headteacher.
“Parents describe Maple Hayes as ‘an answer to prayer’. They say that, from the moment they start at the school, their children’s lives and those of their families are turned around.”
The school was deemed ‘outstanding’ in the four main categories which include; effectiveness of leadership and management (including governance and safeguarding), quality of teaching, learning and assessment, personal development, behaviour and welfare, and outcomes for pupils.
The report reads: “Pupils do, indeed, thrive at Maple Hayes. They grow quickly in self-confidence and become self-assured learners who are, rightly, proud of their achievements.
“A real community spirit exists in the school. Pupils are proud to belong.”
Headteacher Dr Daryl Brown said: “We are really pleased to be recognised once again as an outstanding school. We have a long history of receiving ‘outstanding’ results and this latest report is testament to the tremendous work by both our staff and pupils who always strive for excellence.
“The report highlights the importance of providing the highest standard of education for children with dyslexia and special learning needs and shows that our unique teaching method is vital to ensuring young people can achieve their full potential.”
Maple Hayes was founded by Dr Neville Brown, the school principal, who today works closely alongside his son Dr Daryl Brown, who is the headteacher. Together, the doctors have created a unique approach to teaching literacy called the ‘morphological approach’, using icons to make a visual link between meaning and spelling instead of pupils being taught using phonics.
PR by Clive Reeves PR in Birmingham