Forest Park School

Unique Reference Number 135823 Local Authority Hampshire Inspection number 360760 Inspection dates 5–6 May 2011 Reporting inspector Melvyn Blackband

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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 2–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 107 Of which, number on roll in the sixth form 16 Appropriate authority The governing body Chair Mr Nick Stockdale Headteacher Mrs Nicky Dando Date of previous school inspection Not previously inspected School address Ringwood Road Southampton SO40 8EB Telephone number 023 80864949 Fax number 023 80872294 Email address nicky.dando@forestpark.hants.sch.uk

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Age group 2–19 Inspection dates 5–6 May 2011 Inspection number 360760 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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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 .

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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 123 4234 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. The inspectors visited 11 different lessons and observed 11 different teachers. Meetings were held with the governing body, groups of staff and pupils. Inspectors observed the school's work and looked at a range of documents, including all safeguarding documents, the school's planning, reports to the governing body, the latest School Improvement Partner reports, the most recent data on the pupils' progress, and records and assessment information. The 61 questionnaires returned by parents and carers were analysed as were those completed by staff and pupils. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The progress of the different groups of pupils, taking into account their individual special needs and abilities, to determine whether teaching is sufficiently challenging for them and provision meets their needs.

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Introduction

 The extent to which the pupils' attendance and behaviour influence the progress they make.  The quality of teaching and learning, particularly the measures introduced to help teachers to assess and track pupils' progress and to determine how well the pupils understand how to improve their work.  How well the school's leaders at all levels monitor and evaluate the school's successes and weaknesses and how effectively leaders at all levels promote the pupils' achievement.

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Information about the school

Forest Park School opened in 2009 following the amalgamation of two special schools. The present headteacher was previously headteacher of one of those schools. Currently on two sites, catering for primary and secondary pupils respectively, the school provides for pupils with a range of complex needs, including those with moderate, severe, and profound and multiple learning difficulties. A minority of the pupils have additional medical needs or autistic spectrum disorders. All have a statement of special educational needs. The large majority of pupils are of White British heritage and a very small proportion are from other minority ethnic heritages. There are no pupils who speak English as an additional language. Three quarters of the pupils are boys. The number of pupils known to be eligible for free school meals is below average. Most of the primary-aged pupils with moderate learning difficulties transfer to another special school at the end of Year 6. This

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Information about the school

is the school's first inspection. Pupils in the primary department moved to a newly built site two months ago.

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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

Determined and dedicated leadership has led to the successful recent amalgamation of two previous schools. Forest Park is a good school. There are significant strengths in the care, guidance and support the school provides for pupils. Parents and carers hold the school in high regard. One parent commented, 'I would recommend any parent to consider sending their child here.' They particularly value the attention given to the pupils' pastoral care and well-being. Every pupil receives good and occasionally outstanding teaching. As a result, all the pupils no matter what their special educational needs and/or disabilities achieve well. All pupils make good progress both academically and in their personal development. The school is developing its curriculum well. Activities are carefully adjusted to the interests and abilities of the pupils and this motivates them and helps to promote their learning. In consequence, the pupils greatly enjoy school, as shown in their

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Main findings

above average attendance. The school is rigorous in keeping pupils safe, promotes their healthy lifestyle well and works very well with other agencies to ensure their welfare and to add variety and richness to the curriculum. Good spiritual, moral, social and cultural development underpins the school's work and helps to explain why the school is a cohesive community. Children in the Early Years Foundation Stage make good progress in their communication, social development and attitudes to learning. The pupils continue to achieve well as they move through the school. They make good and occasionally outstanding progress, including the more able pupils who leave at the end of Year 6 and pupils with more complex needs who remain at the school. These pupils maintain their development so that in the post-16 unit they gain appropriate qualifications and go on confidently to further education. The school has particular strengths in providing for pupils with autism and

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Main findings

those with profound and multiple learning difficulties. Specific senior staff take responsibility for these areas and help ensure that the pupils work to reach challenging targets and that their progress is equal to that of the other pupils. Assessment is used effectively for the most part but despite the strengths, there remain inconsistencies and weaknesses in procedures, notably target setting, pupils' knowledge of how to improve, and the use of assessment to inform planning. The school is led well. The headteacher, the active and effective governing body and senior team have successfully managed the integration of pupils and staff into one school and, very recently, the primary pupils into a new building. Morale is very good and the pupils are settled and happy. Rigorous monitoring and accurate self-evaluation has enabled the right priorities for improvement to be set in order to maintain the pace of

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Main findings

development and to drive up attainment. As a result, there is a good capacity for sustained improvement and the school provides good value for money.

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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?

 Improve the quality of teaching by improving assessment procedures and how consistently they are used, to ensure teachers use the day-to-day recording of pupils' progress to: create precise learning targets which are regularly reviewed communicate these targets to pupils so that they know how to improve their work adapt learning activities to build on the small steps in progress which the pupils make.

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Outcomes for individuals and groups of pupils 2

Pupils are happy and confident. Over the period the school has been in existence, behaviour has significantly improved and is now good. This makes a significant contribution to their learning. Pupils respect the rights of others and relationships are harmonious. Pupils enjoy their learning and display good attitudes to their work, including interest and concentration. They respond well to activities which are exciting and stimulating. For instance, in a primary lesson the pupils made 'Angel Delight' in preparation for a farm trip. The teacher skilfully involved all the pupils through drama and by using various aids to ensure pupils with a wide range of needs could contribute to and share in the lesson. Pupils had the time and encouragement to explore their interest and one boy in particular was eventually prepared, for the first time in his life, to put his hands in the sticky mixture. He afterwards held them up in triumph. From their individual starting

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Outcomes for individuals and groups of pupils 2

points, all groups of pupils, including those with the most severe and complex learning difficulties, make good progress as they move through the school. Pupils in Year 11 and the great majority who go on into the sixth form are able to leave with growing numbers of accredited ASDAN (Award Scheme Development and Accreditation Network) units. Pupils are aware of the benefits of exercise and what constitutes a healthy lifestyle through the high profile given to physical activities and, for instance, the productive links with the local sports college and lunchtime clubs. They feel safe and secure in school. The pupils have a voice through the school council and eco-committee and willingly take on responsibility within school. They have been instrumental in improving the school logo and in helping design the new building. Some pupils are proud of their local involvement through volunteering for a civic award scheme. They are well prepared for their next steps

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Outcomes for individuals and groups of pupils 2

through their involvement in mini-enterprise and their progress in basic skills. There are excellent partnerships with Connexions and other Choice Advisers who support them at transition. The pupils are curious about the world around them and embrace new experiences which broaden their cultural understanding, such as visits to Winchester Cathedral, Sikh temples, mosques and synagogues. Through the use of social stories, they make better sense of moral issues.

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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 2

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 2

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?

Strengths in teaching significantly outweigh areas for development. Teachers know their pupils well and lessons are typified by warm relationships which support the good learning. Organisation is good and adds pace and interest to lessons. Teachers use aids, such as symbols and signing very well and this adds significantly to the pupils' enjoyment as well as their progress in communication. Teachers and support staff provide effectively for the needs of pupils with complex medical and learning difficulties. The sensory curriculum and the adaptations for pupils with autistic spectrum disorders are developed well and taught effectively. Assessment is good overall but on occasion, the quality of day- to-day assessment is not sharp enough. This, in turn, can have an impact on the effectiveness of planning in fully meeting individual needs. The pupils' learning targets are sometimes not precise enough to enable every little step in learning to be planned for and

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How effective is the provision?

exploited. At such times, the pupils are not made clearly aware of how to improve their work further. The school acknowledges that the curriculum, while good, is still developing. A strength of the curriculum is in the effective way teachers adapt learning to the needs of the individual pupils. Where pupils have additional needs, their learning is personalised further. Well-chosen resources, such as switches and objects of reference support the

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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

pupils' understanding and involvement. The curriculum programmes in communication and other basic skills are fed throughout the timetable. As a result, pupils develop these skills in a range of contexts and this adds substantially to their understanding and confidence. The comprehensive range of additional therapy, including good use of hydrotherapy, is fully available and timetabled for many pupils and this effectively supports their physical development and enjoyment of learning. The many trips out of school and visitors to school give them a good understanding that new things can be learned in all sorts of situations. The school has been very successful in building partnerships with a range of other schools and colleges and this adds significant value to the pupils' educational opportunities. Every pupil and their individual needs are known extremely well by staff. All adults work together closely to provide each child with very well organised and carefully targeted

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

support. For instance, there are specific support packages for their personalised learning, behaviour modification, dietary requirements, emotional well-being and attendance. Excellent partnership working with home-school support agencies has enabled some pupils to overcome very significant barriers to learning. Guidance for pupils throughout the school is outstanding. Pupils are very well supported in their learning; preparations for transition to other schools or to further education are of a very high standard.

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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?

Key features of the headteacher's very effective leadership include the ability to enthuse others, to sustain high morale and to manage change. She has spearheaded the successful drive to improve teaching and learning and has used effective systems to monitor both provision and outcomes. Other leaders are gradually taking on responsibility for monitoring and evaluating the quality of teaching and so further strengthening the effectiveness of leadership and management in promoting pupils' achievement. Whole- school procedures to track pupils' progress have developed well and enable leaders to keep a good overview of provision and quickly to detect any underachievement. In this situation, the school investigates and intervenes quickly to put in appropriate support for individuals. This plays a valuable role in ensuring every pupil learns as well as he or she can. The school's self-evaluation of its development is rigorous. The governing body plays

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How effective are leadership and management?

an increasingly influential role in monitoring and provides a good level of challenge and support to the school. Planning for continued improvement is well constructed and sets a clear agenda for the school's development.

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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

The school makes outstanding use of a range of outside health professionals, other schools and colleges to bring extra resources and curriculum enrichment. There are, for instance, excellent links with colleges to promote the pupils' transition to further education. Relationships with parents and carers are very good and they have a high regard for the school. The secure arrangements for safeguarding children enable parents and carers to have every confidence that their children are safe. For instance, the excellent work with other agencies and the effective levels of training for all staff ensure the good standards. The equal opportunities of all pupils are at the heart of the school's work. Staff work tirelessly to ensure all pupils get a 'good deal' through support, therapy, additional resources such as switches, tailor made symbols and objects of reference. The respect for each individual is central to the school's ethos. The school makes a good

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

contribution to promoting community cohesion. Pupils get on well together and gain a good understanding of their own school community. Effective planning ensures that they gain a good understanding of the local community and of people of differing social, religious and ethnic backgrounds in the wider world.

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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

The Early Years Foundation Stage is successful in laying down secure foundations for children's future learning. All the children, irrespective of their special educational needs and/or disabilities, make good progress. Adults have a good understanding of the children's abilities and needs and effectively promote the children's social, physical and emotional well-being. Assessment, however, is occasionally inconsistent and sometimes does not fully capture all the small learning steps the children need. Children work happily both with adults and independently, using personalised timetables and a variety of aids. There are good opportunities for them to make progress in communication, literacy and numeracy. There are appropriate indoor and outdoor activities which interest them, such

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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

as 'wellie walks', hydrotherapy and soft-play facilities. All activities are well organised and accessible to each child. Children take responsibility for tidying up and giving out equipment and this adds to their social skills and confidence. Parents and carers are kept well informed of their children's progress. Safety is a high priority in a secure learning environment. The provision is effectively led and managed to secure improvement. Adults work in productive teams, focused on the children's learning and well-being.

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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 make good progress within a curriculum which is regularly evaluated and adapted to meet the needs of the learners. Students develop good personal and independence skills because they are encouraged to take responsibility for their own welfare and they have many opportunities to practise self-help, physical and communication skills in a practical, vocationally oriented environment. Teaching is good and successfully promotes students' skills in a variety of situations. For instance, in a lesson where students worked in teams to record their running, throwing and jumping skills, they effectively practised physical, mathematical and literacy skills as well as valuable skills in collaborating with and supporting others. Transition arrangements are very good. Each student receives high quality, sustained advice and support when approaching the end of their school career. As a result, all students continue in further

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Sixth form

education or training. The provision is well led and managed. Teachers work effectively together to plan and organise interesting activities which the students enjoy.

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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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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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Views of parents and carers

Parents and carers are overwhelmingly positive about the way their children are educated and nurtured in school. Negative responses were few with no trends emerging. Inspectors found no evidence during the inspection to support the views of a very small number that the school does not deal with challenging behaviour well, that their children are not making sufficient progress or that they are unable to support their children's learning. Almost all parents and carers say that their children like school and all parents and carers were able to say that overall they were happy with their children's experience at school.

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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 Forest 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 61 completed questionnaires by the end of the on-site inspection. In total, there are 107 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 43 70 17 28 0 0 0 0 The school keeps my child safe 49 80 12 20 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 42 69 17 28 2 3 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 34 56 23 38 3 5 0 0

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Total % Total % Total % Total %

The teaching is good at this school 45 74 16 26 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 38 62 19 31 4 7 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 34 56 25 41 2 3 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) 35 57 21 34 1 2 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 46 75 15 25 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 42 69 13 21 3 5 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 41 67 18 30 2 3 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 47 77 12 20 1 2 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 48 79 13 21 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 2010 to 31 December 2010 and 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. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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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 Forest Park School, Totton SO40 8EB

When we came to your school, we enjoyed talking to you in the classrooms and the hall. Well done everyone! You go to a good school. Here are some things we judged to be good.  You make good progress, especially in talking and listening to others.  You behave well and look after each other.  You showed us that you enjoy school and you told us clearly what you like and what you would like to improve at your school.  You do interesting things which are just challenging enough for you.  Adults make sure you have extra things, such as pictures and signs, to help you to understand your work.  All the adults look after you very well. They make sure you all enjoy school and learn well. You are safe at school.  Mrs Dando and her staff make sure the school runs well. To make the school even better, there are a few things we want the adults to do.  Make sure they notice every little bit of progress you make and give you work which

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Inspection of Forest Park School, Totton SO40 8EB

is just right to help you improve.  Make sure you have targets to help you improve your work and that they are checked regularly to make sure they are right for you.  Make sure that you always understand what you need to do to make your work better. Please thank your parents and carers for all the helpful comments they made on the questionnaires. Thank you for letting us know what you think about the school. You can help by continuing to work hard and behave well.

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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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