Perseid School

Age group 3–19 Inspection date(s) 19–20 March 2012 Inspection number 376752 Perseid School Inspection report

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Unique reference number 102698 Local authority Merton Inspection number 376752 Inspection dates 19–20 March 2012 Lead inspector Denise Morris

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

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Type of school Special School category Community Age range of pupils 3–19 Gender of pupils Mixed Number of pupils on the school roll 92 Number of pupils in the sixth form 12 Appropriate authority The governing body Chair Zafar Hasnain Headteacher Tina Harvey Date of previous school inspection 28 January 2009 School address Bordesley Road Morden SM4 5LT Telephone number 020 8648 9737 Fax number 020 8640 5815 Email address head@perseid.merton.sch.uk 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

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after children, safeguarding and child protection. 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 123 4234, or email enquiries@ofsted.gov.uk . 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 information 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’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

This inspection was carried out with two days’ notice. Inspectors observed 18 lessons taught by 16 different teachers over a period of six and a half hours. Meetings were held with senior leaders, members of the governing body, teachers, therapists and members of the school council. Inspectors took account of the responses to the online questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at: students’ work; school planning documents; assessment information of students’ progress and attainment; and teachers’ records. The inspectors scrutinised 26 parental questionnaires giving parents’ and carers’ views about the school. Inspectors also took note of questionnaires completed by students and staff.

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Information about the school

Perseid School, formerly St Ann’s, caters for students with severe and profound learning difficulties. About a third of the students also have autism spectrum disorders. A minority of students have additional sensory impairments or behaviour difficulties. In 2011, the school opened a second site. This now caters for the older students, aged 11 to 19, and is a seven-minute walk from the main site. Students are mainly from the London Borough of Merton, with a small minority from neighbouring boroughs. About a third of students are White British and about a quarter are Black African. The other main groups are from White European, Bangladshi or other Asian heritages. The proportion of students who are eligible for free school meals is above average. All students have a statement of special educational needs. A few are looked after by the local authority. About a third of students speak English as an additional language and a few are at the early stages of

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Information about the school

speaking the language. Nineteen different languages are spoken by students’ families at home. There is Early Years Foundation Stage provision for children aged three to five in the Nursery and Reception classes. 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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Key findings

 Perseid School is outstanding. It has maintained its outstanding outcomes since the previous inspection. The sixth form is also outstanding. High levels of staff training, very strong collaboration with parents and carers and other local schools, significant improvements to the quality of the accommodation and a clear focus on strengthening the quality of teaching and learning since the previous inspection underpin the school’s quality. Assessment is accurate, but the presentation of data does not make analysis of students’ rates of progress readily accessible to leaders, staff, parents and carers and students themselves.  Students make rapid and sustained progress and their achievement is outstanding, particularly in their interaction and communication skills, their mathematics skills and their personal development. Children in the Early Years Foundation Stage and students in the sixth form also make excellent progress.

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Key findings

 Much of the teaching in all areas of the school is outstanding. Teaching is never less than good. It typically extends students’ skills very well and ensures that they have equal access to exciting learning opportunities within the excellent curriculum. The teaching of reading for higher-attaining students is impressive.  Students, including those with autism spectrum disorders, behave exceptionally well. All students are very safe and secure. Attendance has risen and is above average. Excellent relationships and emphasis on promoting students’ spiritual, moral, social and cultural development prepare them very well for the next stage of their education.  The headteacher, deputy headteacher and other senior leaders, staff and the governing body have created an exciting and welcoming learning environment in which students thrive and are valued. Leaders have managed the quality of teaching through high-quality performance management, extremely effectively

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Key findings

throughout the new build for the secondary department. Consequently, students have continued to make excellent progress. 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?

 Present assessment information clearly and make the associated data easily accessible to all, so that rapid analysis of each student’s progress is readily available to inform leaders’ and managers’ decisions.

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Achievement of pupils

Attainment on entry to the school is extremely low because of entrants’ disabilities and their special educational and medical needs, which impact on their learning. Student groups of all ages and from all ethnic heritages, whatever their disabilities and needs – including the many with autism spectrum disorders – achieve exceptionally well. Those who are at an early stage in learning to speak English make rapid progress with the language and are able to access the excellent learning opportunities available. All students, including those in the sixth form, achieve outstandingly well in communication, mathematics and personal skills, given their starting points.

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Achievement of pupils

Students, especially the more able, make very good progress in reading because of the introduction of a good phonics programme (linking letters and sounds) that gives them the skills to rapidly progress. For example, a Year 1 pupil showed awareness of the initial sounds in words as she read to the teacher. When she came to an unfamiliar word, she was able to sound out each letter to read the whole word.

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Achievement of pupils

Parents and carers are right to agree that their children make impressive progress. Students in Years 10 and 11 and those in the sixth form all acquire national accreditation before they leave for college. They undertake regular vocational work, such as helping around the school, and organise coffee mornings and cake sales to develop independence. Their courses include activities to help them in the future, such as accreditation in for example, hair and beauty.

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Achievement of pupils

Almost all students make excellent progress in communication because of careful planning, excellent quality of resources and communication aids and exciting tasks that ensure students want to talk. This was seen at the start of the day in ‘Good Morning’ sessions. Children make rapid progress in Nursery and Reception. In the Nursery, for example, children were full of enthusiasm to use their pre-programmed switches to say ‘hello’. They were very keen to take part and excited by their successes.

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Achievement of pupils

Some of the highest achievement was observed in individual sessions when students each work individually with a teacher or teaching assistant, when an excellent range of communication aids, signing or symbols is used creatively, and work is fast paced. 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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Achievement of pupils

For example, when a group of younger pupils with autism spectrum disorders were using their picture exchange communication aids to play the game ‘ten green bottles’, they could indicate the correct numbers from their symbol books, finding answers successfully because of very focused teaching.

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Achievement of pupils

Throughout the school, highly flexible provision and very challenging targets enable teachers to devise individual programmes of learning for students. These extend students’ skills because they are very well matched to individual needs. Swimming and music, taught by specialist teachers, contribute extremely well to students’ well- being and to their high levels of achievement.

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Teaching and learning

Parents and carers have an accurate view of the high quality of teaching. ‘The teaching is of a very high standard’ is a typical comment from a parent. Teachers regularly enthuse and inspire students and the excellent curriculum promotes some very effective learning. Questioning is a particular strength in many lessons. This was evident in Years 7 to 9 where a group of students with autism spectrum disorders benefited from excellent use of specialised strategies to engage them in answering questions. Students worked in their work stations and their challenging tasks were successfully achieved because of high-quality verbal feedback, different tasks for each student and highly individualised targets. Teachers encourage students to develop the skills to respond vocally or through the use of pre-programmed switches, signing or symbols where necessary. This practice was exemplified by pupils in Years 3 to 6, who benefited from individualised learning programmes as they developed

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Teaching and learning

their skills in using their switches to talk to others and respond to questions.

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Teaching and learning

Teachers regularly make effective use of the rich range of learning opportunities that are carefully presented in the excellent curriculum. Well-planned tasks promote a very positive ethos to support students’ spiritual, moral, social and cultural development, and help students learn about their responsibilities and lead them to celebrate the different cultures in the school. Very effective links with a school in Jamaica, for example, ensure that older students, in particular, develop a positive understanding of other cultures. Links by ‘Skype’ ensure that there is regular contact so that they can share learning with students overseas.

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Teaching and learning

Teachers are supportive of each other and regular mentoring is provided for new teachers to ensure that their work is of the best quality. Effective behaviour- management techniques and secure knowledge of each individual student lead to very positive relationships, ensuring that lessons are calm occasions for learning.

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Teaching and learning

Students’ work is assessed regularly and although there is plenty of information showing excellent achievement, it is not always presented clearly enough to show students’ rates of progress over time. All students’ files are regularly updated. Those in the Early Years Foundation Stage and those in the sixth form are of very high quality and form an excellent record of students’ achievements. 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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Behaviour and safety of pupils

Students’ behaviour was judged as outstanding at the previous inspection and has remained so since that time. Students say behaviour is very good and that they feel very safe. Parents and carers unanimously agree that their children are safe and secure at school. A few students were able to respond to the inspection questionnaire, in which they said that they enjoy school, that behaviour is good and that they like their teachers. Students contribute to their own and others’ safety by using resources, such as scissors, knives and forks and other tools, carefully. Positive behaviour is engendered in the friendly and welcoming way in which students are greeted as they arrive at school. The curriculum supports students’ outstanding behaviour and safety, with key emphases on developing independence, decision making, and how to stay safe. The school ensures systematic and consistent management of behaviour through rewards.

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Behaviour and safety of pupils

The quality of relationships within the school is exceptionally good and provides very positive role models for students. Students, parents and carers say that there is no bullying of any kind at the school and no evidence of any bullying was seen in records over time. Students do not have the capacity to take part in cyber-bullying or prejudice-based bullying related to disability, special educational needs, sexual orientation, race, religion or gender. Students behave exceptionally well in lessons and around the school and obviously enjoy all aspects of school life. They are very well prepared for their futures.

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Leadership and management

Leaders and managers, including the governing body, are strongly focused on improvement and have a very clear vision for the future. The new, excellent accommodation for the secondary students and those in the sixth form is being used to greatly enhance learning and students’ well-being. The new accommodation is enhancing provision for older students while creating more space and opportunities for younger ones in the lower school. A new pool and excellent indoor sports arenas are used very well by the school and by the community. They ensure that students are engaged and excited about their learning. School self-evaluation is accurate. Leaders’ successful drive for excellence has sustained outstanding teaching, and achievement, behaviour and safety for all students, and illustrates the school’s powerful capacity to maintain its outstanding outcomes.

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Leadership and management

Strong emphasis on enriching the outstanding curriculum has resulted in an excellent range of tasks to extend students’ awareness of their locality and the wider world. Clearly focused learning opportunities promote excellent spiritual, moral, social and cultural awareness in the students, reflected in the rich range of their work on display around both sites. The very well-planned ‘arts week’ is an example of the clear focus placed on spiritual and cultural development when students have many high-quality opportunities to work with real artists, dancers and musicians, 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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Leadership and management

culminating in a performance on a London stage. The range of therapeutic approaches has increased and a camping area has been designed in the grounds to enable students to experience overnight stays. These opportunities for students who, otherwise, would have difficulties undertaking such activities are helping to build confidence and independence.

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Leadership and management

Leaders have built relationships with local schools and some further afield. Extended provision for students through joint sporting and cultural activities with other schools is promoting enjoyment, competition and physical and intellectual improvement. Links for staff with other local schools have promoted joint moderation of students’ work, helping to extend expertise. The impact of professional development is reflected in the high levels of skill among the staff. There is effective support and professional development for new staff. The school’s care for and close monitoring of each student’s welfare and achievement ensure all have equal opportunity to learn and achieve highly. Discrimination is unknown in this school.

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Leadership and management

Outstanding partnership work with parents, carers, schools and external agencies promotes the excellent well-being and achievement of students. The school’s arrangements for safeguarding meet requirements and give no cause for concern.

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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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. 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

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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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

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and 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 governors and 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.

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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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Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons, and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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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 Perseid School, Morden SM4 5LT

Thank you for welcoming us when we inspected your school recently. It was lovely to meet and talk with you. You helped us a lot and told us many things about your school, such as what you like doing and all about your work and how well you are doing. You also told us that you enjoy school and feel safe. I can see from the answers in the questionnaires that I received from your parents and carers, that you are happy at school.

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Inspection of Perseid School, Morden SM4 5LT

Your school is outstanding. There are lots of excellent things about your school, such as your achievement and the teaching you receive. Your headteacher and the other leaders are doing an excellent job. Your behaviour is outstanding and I know that you all try to come to school every day. Well done for that.

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Inspection of Perseid School, Morden SM4 5LT

You listen carefully to your teachers. I was impressed by the way that some of you showed us how well you can read. Some of you are very good at using your communication aids and you showed how well you can make choices and talk about your work and answer questions. Well done for this.

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Inspection of Perseid School, Morden SM4 5LT

I am asking your school’s leaders to make sure that your achievements are shown very clearly so that you, your parents and carers and teachers can more easily see how well you are progressing over time. You can help to maintain all the many excellent things about your school by continuing to work hard in your lessons.

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Inspection of Perseid School, Morden SM4 5LT

Denise Morris Lead Inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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