Langley School

Unique Reference Number 103630 Local Authority Birmingham Inspection number 355414 Inspection dates 23–24 June 2011 Reporting inspector Jeffery Plumb

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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 3–11 Gender of pupils Mixed Number of pupils on the school roll 90 Appropriate authority The governing body Chair Lynda Thomas Headteacher Fiona Woolford Date of previous school inspection 4 June 2008 School address Trinity Road Sutton Coldfield B75 6TJ Telephone number 0121 6752929 Fax number 0121 4642180 Email address enquiry@langley.bham.sch.uk

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Age group 3–11 Inspection dates 23–24 June 2011 Inspection number 355414 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. They observed 10 lessons taught by nine different teachers. Inspectors held meetings with representatives of the governing body, staff focus groups and pupils. They analysed a wide range of evidence including: attendance data; information about pupils' progress; a sample of statements of special educational needs and individual education plans; curriculum planning; the school's development plan; pupils' work; a wide range of policies; two case studies of pupils; pupil and staff questionnaire returns; and 20 questionnaire returns from parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  Do pupils with autistic spectrum disorders make less progress than groups with other special educational needs and/or disabilities within the school?  What use is made of small-stepped assessments to plan specific and relevant

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Introduction

learning outcomes for pupils lesson by lesson?  How successful is the curriculum in meeting the wide range of pupils' needs?

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Information about the school

Langley School caters for pupils with moderate learning difficulties and those with autistic spectrum disorders. Since the last inspection, there has been a significant increase in the number of pupils with more complex needs, including severe learning difficulties and behavioural, emotional and social difficulties. A few pupils have additional hearing impairment and visual impairment. Almost all pupils have a statement of special educational needs. The proportion of pupils known to be eligible for free school meals is above the national average. An above average proportion of pupils come from homes where English is an additional language, and they also have complex language difficulties associated with their special educational needs and/or disabilities. Since the last inspection, the school has moved site. It now shares a site with a mainstream primary school. At the time of the inspection, the two assistant headteachers

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Information about the school

were acting in a shared deputy headteacher role. The local authority is carrying out a review of its provision for pupils with special educational needs and/or disabilities. It is currently placing pupils with considerably more complex needs within the school.

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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

Langley School provides an outstanding quality of education and care. Since the last inspection, it has very successfully planned and implemented an innovative curriculum, which meets the needs of its pupils exceptionally well. For example, the tailored social language programme benefits pupils with autistic spectrum disorders as they learn to interact confidently with each other and with other groups of pupils throughout the school. Exceptionally effective joined-up planning and collaborative working between health professionals, social care staff and educational staff remove obstacles to learning for the pupils. Last year when the school re-located to a new site, the achievement of pupils with autistic spectrum disorders was adversely affected as they struggled to cope with the changes involved. Decisive action by the school and the successful implementation of personalised programmes for these pupils has reversed this glitch. All groups of pupils make good

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Main findings

progress and achieve well now. Teaching is good overall. Teachers and teaching assistants use signing, symbols, pictures and speech effectively and so give pupils valuable support in improving their communication skills. Most teachers use assessments of pupils' very small steps of progress, lesson by lesson, to plan, in order to raise pupils' achievement, but on rare occasions this is inconsistent. In the very few lessons where teachers and teaching assistants fail to do so, outcomes for pupils and the pace of learning are slow. The gains pupils make in improving their confidence and independence in learning are excellent. They are equipped, within their capability, to take responsibility for their learning and well-being. The attitude of mainstream pupils, on the new co-located site, towards disability is exceptionally positive as a consequence of mixing regularly with the pupils at Langley. Pupils' adoption of safe practices through learning outdoors is

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Main findings

outstanding, as is their contribution to the school and wider community. Year 6 pupils take on the sports leadership role and organise games for younger children. The rich range of languages, cultures and beliefs supports pupils in their understanding of cultural diversity exceptionally well. Pupils' behaviour is outstanding, considering the barriers to learning many of them have to overcome. Pupils in this school are very happy, enjoy their learning and have a thirst to achieve their very best. Leaders are deeply reflective in analysing all aspects of the school's performance and take decisive action to effect change. Pupils, parents and carers are involved alongside staff in self-evaluation through the exceptionally well-organised procedures for pupils' annual reviews of their statements. Given the success of tailored curriculum programmes to raise achievement, particularly for pupils with autistic spectrum disorders, the trend of rising

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Main findings

standards in English and mathematics and the successful development of improved inclusion opportunities for pupils in a mainstream setting, the school's capacity for sustained improvement is outstanding.

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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 all teachers and teaching assistants consistently assess the small steps in pupils' progress in every lesson and use these assessments to plan specific learning outcomes for them lesson by lesson to raise their achievement further.

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Outcomes for individuals and groups of pupils 1

All groups of pupils make good progress in lessons because activities are well planned to meet their needs. Teachers use the goals in pupils' individual educational plans to set them specific learning objectives, which are important for their next steps of development. Consequently, pupils make good gains in what is most important to them. For a lower functioning pupil with autistic spectrum disorders, this is communicating an independent choice using pictures, such as, 'I want more'. For a high functioning pupil with autistic spectrum disorders, it is solving a challenging mathematical problem using the method expected, rather than just calculating mentally and writing down an immediate answer. Pupils with moderate learning difficulties make good progress in reading, writing and mathematics. Good positioning and modification of resources ensure that the very few pupils with sensory impairment make good progress in all of their areas of learning.

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Outcomes for individuals and groups of pupils 1

Achievement over time in English and mathematics is good for all groups of pupils. By the time pupils transfer to secondary school, most are able to read, have an understanding of how to use money and can weigh food ingredients when preparing and cooking a meal. Pupils enjoy school and engage enthusiastically with learning, as reflected in their above average attendance. Their behaviour is outstanding. Pupils say that they feel very safe at school. Through relevant and exciting outdoor learning opportunities, pupils learn to take safe risks and often surprise themselves with what they achieve physically, for example, as they improve their balancing skills walking along a log and jumping over puddles. Pupils appreciate the value of physical exercise and participate eagerly in dance and football clubs at lunch time. They understand the importance of eating a balanced diet. Pupils express their views confidently and make a valuable contribution to improving their school.

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Outcomes for individuals and groups of pupils 1

They respond exceptionally well to opportunities to become involved in the community. Older pupils support younger ones in playing games at lunch time. Supported by employees from a local bank, pupils learn about the importance of saving money and they are well-equipped, within their capability, with the basic skills required to become independent learners. There is a look of amazement in pupils' eyes as they learn outdoors, appreciating the wonder of discovering multi-coloured insects and exploring sensory trails. Through specifically planned celebration days, pupils have an outstanding experience and understanding of cultural diversity.

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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?

Teaching is relevant to pupils' needs. Activities, indoors and outdoors, challenge and engage pupils' interest and support them well in developing important communication, mathematical and increased independent mobility skills. Teaching methods vary according to the disability groups and, as appropriate, therapy is integral to the teaching. For example, there is a required focus on encouraging pupils' to develop collaborative learning skills so they are equipped to work in teams. Effective speech therapy is delivered by the teachers and teaching assistants and this makes a valuable contribution to pupils' good progress in communication. Most teachers assess the small steps of learning pupils make and use these assessments to accelerate pupils' learning, but this is not consistent. Occasionally, when pupils make a breakthrough in communication, the assessment of the small step is not used on the spot to challenge them to move forward with their

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How effective is the provision?

development of language. On these rare occasions, pupils' pace of learning is slowed. The curriculum is flexible and highly personalised and meets pupils' needs exceptionally well. Exciting topic work grasps pupils' interest and develops their communication, numeracy and information and communication technology skills well. The outdoor curriculum raises pupils' curiosity and enables them to think critically as they work in groups to solve problems such as how to move a heavy branch along the ground or how

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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

to negotiate a path through the forest. Individual therapeutic needs are met exceptionally well. Through the social language programme, a group of pupils with very complex communication needs made rapid gains in making eye contact in conversation and contributed valuable information to the topic being discussed. Pupils' experience inclusion in the co-located primary school, depending on the level of their capability, and this enables them to access the same learning experiences as their mainstream peers. An extensive range of field trips accelerates pupils' learning and raises their achievement. Educational staff, health professionals and social care staff work in an exceptionally effective partnership to remove barriers to learning for pupils. The school's learning mentor gives valuable support to children and their families when they join the school and so children settle down to learning routines quickly. Transition arrangements for pupils

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

moving on to secondary school are very effective. Pupils and their parents and carers are exceptionally well supported at annual reviews and pupils are involved in setting their own academic and personal growth targets. Procedures for monitoring attendance are robust and the school has exceeded the challenging attendance targets set by the local authority for the past two years.

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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?

The headteacher, together with a dedicated staff team, promotes drive and ambition, which focuses on ensuring that all pupils are valued and achieve their very best. There is a total commitment to removing obstacles to learning for pupils with a wide range of special educational needs and/or disabilities. The school analyses data rigorously and conducts research carefully. Based on its analysis and research, it implements strategies which successfully raise pupils' achievement. Management and leadership responsibilities are shared. Programmes aimed at narrowing the achievement gap of pupils with the most complex communication and behavioural needs are successful because the progress of these pupils is as good as that of their peers. Equality of opportunity is good and 'zero tolerance' of discrimination lies at the core of the school's work, where disability is not accepted as a barrier to being successful. Monitoring of teaching and learning is rigorous

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How effective are leadership and management?

and is used to support the professional development of teachers and so improve the quality of teaching throughout the school. Outstanding management systems and procedures ensure pupils are secure and safe. The school site has electronically operated gates; child protection procedures are effective; and risk assessments, including of pupils behavioural needs, are exceptionally thorough and detailed. Partnerships with other schools ensure that pupils' learning is enriched through

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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

very effective inclusion opportunities and links with local businesses significantly enhance the curriculum. Parents and carers are very successfully engaged in supporting their children's learning. Community cohesion is outstanding. An excellent plan promotes a comprehensive understanding among pupils of their local, national and global communities. Governance is effective. A knowledgeable and skilled governing body offers constructive challenge and support to the headteacher.

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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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1

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

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Early Years Foundation Stage

Children are placed in the Early Years Foundation Stage following referrals from pre-school agencies or they come direct from Nursery classes in mainstream schools. All children have a statement for their special educational needs. When children start in the Early Years Foundation Stage, they often lack behavioural boundaries because they do not understand the meaning of the word 'no', are unable to take turns or make friends and have very limited or no speech. They make good progress and by the time they enter Year 2 (Year 1 children are taught in the Early Years Foundation Stage), their attention span has improved and they are ready to learn. Their communication skills improve significantly and they are far more independent with feeding and using the toilet. High quality physiotherapy support, coupled with regular and frequent access to outdoor play equipment, supports children with mobility difficulties and they learn to move around with

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Early Years Foundation Stage

increased independence. Good teaching, along with a relevant curriculum and high quality care, ensures that the children achieve well. Good use is made of a stimulating outdoor environment, including safe access to a wood, to develop children's communication and mathematical skills as well as contribute to their knowledge and understanding of the world. The staff 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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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

frequently assess children's developments and adjust their practice to accelerate the children's learning. Observing children's fascination with 'Pepper Pig' figures, staff used them well to support children in counting up to five by rote. However, on rare occasions, assessments are not used on the spot to challenge children to move forward with their language development. Leadership and management are good. The staff team meet regularly and evaluate their work. This leads to decisive actions, which bring about improvements. Links with parents and carers are very strong and they are kept abreast of their children's progress on a daily basis. Parents and carers are involved also in setting targets, which are relevant for their children, such as increasing their independent mobility, improving their speech and their sleeping patterns.

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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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Views of parents and carers

Returns from questionnaires indicate that the vast majority of parents and carers are very pleased with all that the school achieves for their children. They submitted an extensive number of notes for inspectors, which praised the school. In particular, they are pleased with the progress their children make and the manner in which the school meets their children's needs. Inspection evidence corroborates parents' and carers' positive views of the school. A very few parents and carers expressed concern about how the school is led and managed. Their concern was investigated thoroughly by the inspectors, who found the school to be led and managed exceptionally well.

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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 Langley 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. The inspection team received 20 completed questionnaires by the end of the on-site inspection. In total, there are 90 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 12 60 7 35 1 5 0 0 The school keeps my child safe 14 70 6 30 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 11 55 8 40 1 5 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 13 65 7 35 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 15 75 5 25 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 12 60 8 40 0 0 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 10 50 10 50 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) 9 45 6 30 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 14 70 5 25 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 11 55 7 35 1 5 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 10 50 8 40 1 5 1 5

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Total % Total % Total % Total %

The school is led and managed effectively 12 60 6 30 2 10 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 15 75 5 25 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 Langley School, Sutton Coldfield, B75 6TJ

Thank you for the warm welcome you gave us when we visited your school. We found that your school is outstanding. Your teachers care for you exceptionally well and give you interesting activities to do in the classroom and in the school wood. These help you to improve your communication and problem-solving skills, which are very good. You read well by the time you move on to secondary school. Here are some more important things we found out. You achieve well because your lessons are challenging, fun and relevant. You develop important life skills. You learn how to prepare and cook a meal, weighing the ingredients using scales, how to use money and measure in real life situations. Your teachers listen to and put your good ideas into practice. You enjoy school and your behaviour is excellent. You keep safe and healthy and are willing look after each other. Your headteacher and staff manage your school exceptionally well and you have

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Inspection of Langley School, Sutton Coldfield, B75 6TJ

opportunities to work and play with children from the primary school on the shared school site. We have asked your headteacher to make sure that all of your teachers and teaching assistants use assessments of what you need to do to improve your work to plan important things for you to learn, lesson by lesson, so that you can always achieve your very best.

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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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