Sherwood Foundation School

Local Authority

Inspection number 343743 Inspection dates 12–13 October 2010 Reporting inspector Kay Charlton

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Local Authority

This inspection of the school was carried out under section 5 of the Education Act 2005.

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Local Authority

Type of school Special School category Community special Age range of pupils 3–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 74 Of which, number on roll in the sixth form 16 Appropriate authority The governing body Chair Mavis Peart Headteacher Ann Nanasi Date of previous school inspection 17 September 2009 School address Streeters Lane Wallington Surrey SM6 7NP Telephone number 020 8773 9930 Fax number 020 8773 7340 Email address sherwoodpark@suttonlea.org

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Local Authority

Age group 3–19 Inspection dates 12–13 October 2010 Inspection number 343743 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Local Authority

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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Local Authority

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by two additional inspectors. Fifteen lessons were observed, covering all teachers. Meetings were held with pupils, staff, governors, and the school improvement partner. The inspectors observed the school's work, and scrutinised a range of documentation including the school improvement plan, teachers' planning, assessment information, minutes of governing body meetings and 31 parents' and carers' questionnaires. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas. How well teaching challenges all pupils in the light of the increasing complexity of needs in the pupil population. The success of the curriculum in meeting pupils' individual needs. How well school leaders, particularly the recently formed senior leadership team, are driving school improvement. The effectiveness of the school's policies and procedures in relation to safeguarding and

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Information about the school

Sherwood Park is a special school catering for pupils with a wide range of needs from severe learning difficulties to profound and multiple learning difficulties. All have a statement of special educational needs. The complexity of pupils' needs has increased over time and there is a significant proportion with very specialist needs. Pupils come from a wide geographic area covering the whole of the London Borough of Sutton and sometimes beyond that. They are from a range of ethnic backgrounds, with the greatest proportion from White British backgrounds. A small minority are at the early stages of the acquisition of English. Children in the Early Years Foundation Stage are taught in the Foundation class. Most of the older pupils attend until they are 19 years of age, either in the transition classes or in the further education class. The school has a number of awards, including Active and Sports Mark, Healthy Schools and Sustainable Schools status.

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Information about the school

At the last inspection, the school was given a notice to improve. A new headteacher took up post in January 2010 and there is a recently formed senior leadership team.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Main findings Sherwood Park provides a good standard of education for its pupils. It has made great improvements since the last inspection and in accordance with section 13 (5) of the Education Act 2005, HMCI is of the opinion that Sherwood Park School no longer requires significant improvement. The school has developed new strengths. The most evident is the outstanding care, guidance and support the pupils receive and the excellent practice in relation to safeguarding. As a result, the pupils say that they feel extremely safe. Governance is much improved. Governors now monitor policies carefully and work closely with senior staff to ensure all statutory requirements are met, particularly with regard to ensuring that safeguarding and community cohesion are effective. Pupils of all ages, including those in the Early Years Foundation Stage, the sixth form and those with the most complex needs, achieve well because of good teaching. Staff assess

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Main findings

pupils' learning accurately and they are more alert to ways in which they can encourage the pupils' independence. Generally, staff expectations are high and they fine-tune their questions to good effect. Even so, there is a minority of lessons where they do not make best use of the planned learning outcomes to challenge pupils with very differing abilities to achieve all that they can and this restricts progress. Behaviour throughout the school is good, with pupils showing significant improvement from when they first started school. Pupils' spiritual, moral, social and cultural development is outstanding and pupils make an excellent contribution to both the school and to the wider community. The school has brought about improvement through the positive way in which senior leaders and governors set out their ambitious vision for the school and tackle areas which need improvement. The recently formed senior leadership team has a very good balance

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Main findings

of skills and experience and a strong determination to improve even further. This team is rigorous in monitoring the quality of provision and ensures that all staff are fully involved in the school's self-review process so that there is clarity about strengths and also relative weaknesses. The school improvement plan recognises the need to make further improvements in developing staff expertise so that all are able to meet their responsibilities with confidence. It highlights the importance of extending the role of subject leaders. This is because they are not yet monitoring the progress that pupils make in a sufficiently systematic way for them to be certain that all are achieving as well as they can. The school's excellent partnerships with others, including parents, other schools and agencies, bring significant benefits to the pupils. These and the school's very strong focus on ensuring equality of opportunity for all pupils, however complex their needs, are

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Main findings

important factors underpinning the school's strong capacity to sustain further improvement.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Ensure that pupils achieve as well as they can by: making sure that staff make best use of the planned learning outcomes in all lessons so that they fully challenge pupils of very differing abilities making sure that subject leaders are systematic in the way in which they monitor and make use of information about pupils' progress in their subjects across the school.

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Outcomes for individuals and groups of pupils 2

Pupils make good progress from their differing starting points. All groups, including those who are at the early stages of acquisition of English, make good progress. Pupils enjoy learning. They are prepared to persevere and are appreciative of the success of others. In an outstanding literacy lesson in one of the younger classes, pupils achieved exceptionally well because of the focus given by staff to ensuring each pupil reached the planning learning outcomes. The ways in which staff engaged the pupils in understanding what they needed to do to be successful were very impressive. This high quality practice is not, however, evident in all lessons. Pupils take part enthusiastically in the wide range of physical activities on offer, for example football, basketball, swimming, horse riding and outdoor activities. The Active mark, Sports mark and Healthy Schools awards recognise this. Pupils enjoy the school

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Outcomes for individuals and groups of pupils 2

meals and are increasingly aware of the importance of making healthy choices in their diets. They treat each other with consideration and kindness and have a very good appreciation of what is right and wrong. They readily turn to adults when in need of support and have the confidence to communicate their views. All show excellent awareness of others' feelings during quiet moments of reflection. They make an extremely strong contribution to the school community, for example through the school council and recycling projects. Through the school's wide-ranging links, pupils make an excellent contribution to the local community. Their work in helping the elderly is just one successful element of this. For most pupils, attendance is good, although the overall rate is affected by the medical needs of a few. Pupils' good academic skills and their very strong personal skills prepare them well for life after school and all move on successfully

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹ *

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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The extent of pupils' spiritual, moral, social and cultural development 1

is low * In some special schools inspectors do not make a judgement about attainment in relation to expectations of the pupils' age.

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How effective is the provision?

School leaders have successfully focused on improving teaching and assessment since the last inspection and there is good practice in all areas of the school. Teachers now use a range of tracking and progress information to good effect when planning. As a result, the learning outcomes identified for individual pupils are well matched to their needs. Teachers and support staff work very well as teams, with routines clearly established. They use resources and different communication strategies very effectively to motivate pupils. Where staff give ongoing reminders to pupils about the intended outcomes, they ensure that whatever their ability, pupils make good progress. In a few lessons, however, opportunities to challenge pupils to the full in this way are missed. The good curriculum, including a very wide range of enrichment activities, notably in sport and in the arts, is a key factor in pupils' enjoyment of school. The development of life skills

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How effective is the provision?

and building pupils' self-esteem and independence have a high priority and, overall, the curriculum meets pupils' individual needs well. It is suitably being reviewed to meet the more complex needs of pupils joining the school, with further work planned particularly in the use of information and communication technology (ICT). Based on excellent relationships between staff and pupils, the care that pupils receive is outstanding. The very strong links established with parents and carers help ensure a

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

continuation of this best practice at home. Pupils' very active participation in their annual reviews, using an ICT presentation, is a recent improvement that is very effective in ensuring parents and carers are fully informed of their children's progress. The school works extremely well with a wide range of agencies, including health professionals, voluntary groups and careers advisers, to ensure that the care, support and guidance given to the pupils are exemplary. The school is particularly effective in encouraging pupils' personal development and in improving behaviour.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

How effective are leadership and management? School leaders show an extremely strong and effective commitment to equality of opportunity for all within a safe and secure environment. The school is highly inclusive, with a focus on promoting pupils' independence, and is effective in eliminating discrimination. The senior leadership team has developed effective monitoring techniques and a rigorous strategy for improvement and this is effectively driving the school's direction. A number of subject coordinator posts have recently been changed to make best use of staff's skills and expertise. Well thought out plans are in place to ensure that these staff have a greater impact in improving pupils' progress. Support staff are benefitting greatly from their inclusion in performance management. They are rising to the challenges of their revised responsibilities, for example as a Team-Teach trainer. The robust child protection policy is understood and implemented extremely effectively by

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How effective are leadership and management?

all staff. Safeguarding records are meticulous and school leaders and governors have been very well trained in all aspects of ensuring pupils' safety. Risk assessment is extremely secure and comprehensive, ranging from arrangements for the start and end of the school day to covering the risks of the many trips out and visitors in. As a result of its high quality practice, the school now gives advice to others, acting as a model of strong practice on safeguarding procedures. Governors have improved their way of working since the last inspection as a result of a very good level of training. They provide good support and challenge to school leaders and ensure that all statutory requirements are met. Their more focused programme of 'hands-on' monitoring is ensuring that they are well informed. Governors and staff have undertaken a thorough audit of community cohesion. This is promoted well, particularly in

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How effective are leadership and management?

respect of the school and local community. The school is extending the ways it works with others in an international context.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Early Years Foundation Stage The provision is well thought through to match children's needs. Consequently, children make good progress, particularly in their development of communication and personal and social skills. The indoor environment, laid out to promote all of the areas of learning for children of this age, is richly resourced. It raises children's curiosity and promotes their all- round development very well. The outdoor environment, although generally good, is rightly being adapted so that the activities are more appropriate for children with a greater complexity of need. Staff work very effectively as a team and carefully assess the children's progress and use assessments in their planning. Adult-directed activities are structured well and significantly enhance the provision. Good opportunities are provided for children to run with their particular interests. As in the main school, there is some outstanding teaching but

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Early Years Foundation Stage

sometimes staff miss opportunities to challenge children fully in their learning. This is rightly a key area highlighted by the school for improvement. Leaders and managers are constantly successfully reflecting on practice and managing change very well to the benefit of the children. Relationships are excellent and the way that children are cared for is second to none. Very strong partnerships are established with parents, carers and external agencies.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Sixth form

Sixth form Students of all abilities make good progress and, with particular reference to their needs, are very effectively prepared for life after school. The well thought out provision is focused very effectively on equipping students with the day-to-day skills, such as cooking, organising daily routines and learning to travel independently. Excellent links with others provide wide-ranging opportunities for students to gain confidence in meeting new people and going to different places. Students learn about the options available to them, through college courses and in the world of work. In addition to gaining a range of relevant accreditation, students develop the ability to make informed choices. 'Sleep-overs' in school and residential opportunities demonstrate how well students develop their skills for life and also indicate the very high level of care that staff provide. The insightful leader is

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Sixth form

clear about wanting continuing improvement. The school has identified that the planned learning outcomes are not always used as well as they might be to challenge all students and is actively addressing this issue, with clear signs of success.

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Overall effectiveness of the sixth form 2

Taking into account: Outcomes for students in the sixth form

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Overall effectiveness of the sixth form 2

The quality of provision in the sixth form 2

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Overall effectiveness of the sixth form 2

Leadership and management of the sixth form 2

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Views of parents and carers

Views of parents and carers Questionnaires were received from just under half of parents and carers. These were supplemented by the school's own questionnaires. Comments show that parents and carers are overwhelmingly happy with the provision. They indicate that their children enjoy school and feel very safe. A parent of one girl wrote, 'My child loves attending Sherwood Park. She asks to go to school in the holidays and at weekends.' The inspection

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

findings mirror these very positive views. Meetings held in school to help parents support their children at home are proving increasingly popular.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Sherwood Park School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

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Responses from parents and carers to Ofsted's questionnaire

The inspection team received 31 completed questionnaires by the end of the on-site inspection. In total, there are 74 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 24 77 6 19 0 0 0 0 The school keeps my child safe 23 74 8 26 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 17 55 12 39 1 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 16 52 13 42 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 015 48 14 45 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 14 45 14 45 3 10 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 16 52 15 48 0 0 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 17 55 9 29 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 21 58 9 29 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 16 52 8 26 0 0 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 14 45 13 42 1 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 14 45 16 52 0 0 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 19 61 12 39 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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Inspection of Sherwood Park School, Wallington SM6 7NP

Thank you for making us so welcome when we inspected your school. There are big improvements since the last inspection. Sherwood Park gives you a good education where you do well because of the good teaching. Staff care for you extremely well and help you to improve your behaviour. By the time you leave, you gain a range of qualifications that can help you get a place at college. We could see that you are gaining confidence and improving in many ways. The staff have high expectations of you and we could see that you try hard. All staff work extremely hard to make sure you are safe and well cared for. You are given a very interesting range of things to do, such as going to the New Forest on the recent residential visit. This sounded great! The staff are very keen to do their best for you and to develop the school even further. We have asked them to keep reminding you about the planned learning outcomes of

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Inspection of Sherwood Park School, Wallington SM6 7NP

lessons in as many ways as possible to help you all achieve your best. Also, we have asked the subject teachers to check the progress you make even more regularly throughout the year. This is so that they can be sure that right across the school you all do as well as you possibly can. We wish you every success in the future.

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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