Pencalenick Residential Special School in St Clement, Truro, was given the rating following an inspection in February, with the report now published.
The school provides education for up to 202 children aged 11 to 16 years and residential care for up to 13 children per night.
It specialises in providing education and care to children with complex communication and interaction difficulties, autism, and learning difficulties.
At the time of the inspection, 21 children were staying at the school across three nights.
Inspectors found that “children said that they enjoy their residential experience and have a lot of fun with the adults.”
They also “enjoy the activities that are offered to them and spending time with their friends”.
The report highlighted that the children are provided with “good care from a stable team of staff who have supported them consistently.”
The children are supported well to make progress with their independence and to learn new skills.
The residential areas are “clean, spacious and well maintained” with a “homely feel that enables children to feel relaxed and at ease.”
The report also noted that “children’s outcomes have improved since they came to stay in the residential provision.”
However, the report did point out that “children’s paper records do not always show this or do not always contain current and relevant information about each child.”
The report also found that “children said that they feel safe in the residential provision and can talk openly to adults who care for them.”
The staff were praised for their hard work in understanding the difficulties that children are experiencing and supporting them to be safe.
The report also highlighted that “the senior leadership team has made improvements to the residential provision, so experiences for children have greatly improved.”
The staff were described as “motivated and enthusiastic about providing children with the best levels of care.”
However, the report did note that “children’s paper records lack the detail that is needed, and there are significant gaps identified in terms of information about their identity and additional needs.”
The school was advised to ensure that “children have access to a children’s guide to help prepare them for their residential experiences.”
The report also suggested that “school leaders should develop an open culture in the residential provision so that parents and professionals are invited to visit regularly and can be involved in the positive experiences that children have.”