Springhallow School

Unique Reference Number 101970 Local Authority Ealing Inspection number 355102 Inspection dates 7–8 July 2011 Reporting inspector Charles Hackett

p.1

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

p.1

Type of school Special School category Community special Age range of pupils 4–16 Gender of pupils Mixed Number of pupils on the school roll 75 Appropriate authority The governing body Chair Mrs Thea Chittenden Headteacher Mr Andy Balmer Date of previous school inspection 11 June 2008 School address Compton Close Ealing London W13 0JG Telephone number 02089 982700 Fax number 02088 107610 Email address admin@springhallow.ealing.sch.uk

p.1

Age group 4–16 Inspection dates 7–8 July 2011 Inspection number 355102 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.

p.1

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 .

p.2

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

p.2

Introduction

This inspection was carried out by two additional inspectors. They observed 12 lessons, covering all key stages, and saw 11 teachers. The inspectors observed the school's work and looked at lesson planning, data on pupils' achievements and a range of school policies; they also met three members of the governing body and representatives of the school council. The responses to questionnaires from 50 parents and carers, 35 pupils and 37 staff were considered. The inspectors reviewed many aspects of the school's work. They looked in detail at a number of key areas.  The extent to which the school's data on achievement compares individual and groups of pupils' progress in each key stage.  How behaviour is managed and the school ensures pupils are safe, given pupils' different presenting needs.  The effectiveness of the curriculum in meeting the wide range of pupils' needs across age ranges.  The impact of care, support and guidance and links with other specialist services on

p.3

Information about the school

Springhallow School caters for pupils who have autistic spectrum disorders, including many diagnosed with Asperger's syndrome and a few with challenging behaviour. About half of the current pupils on roll also have moderate or severe learning difficulties. The proportion of pupils known to be eligible for free school meals is above the national average, as is the number from minority ethnic backgrounds. The school achieved Healthy School status two years ago.

p.3

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

p.4

Main findings

Springhallow provides a satisfactory quality of education for its pupils. Its strengths lie in the good quality of care, support and guidance it provides that enable pupils to make good progress in many aspects of their personal development. This progress is reflected in the positive way pupils integrate with each other, showing respect and consideration in a wide range of situations. Links with parents and carers are effective and the very positive response from parents and carers to the Ofsted questionnaire demonstrates the faith they have in the school. High levels of supervision ensure that those pupils who display challenging behaviour are provided with close support. Pupils themselves say how safe they feel in school. Behaviour during the inspection was usually good, but records show that this is not always the case. Pupils feel they are valued as members of the school community and this impacts positively on their good spiritual, moral, social and cultural

p.4

Main findings

development. Pupils' achievement is satisfactory. This year, for some pupils, progress is good in reading, listening and number work. Progress is also good in art, music and physical education because pupils benefit from the good subject knowledge of the specialist teachers who teach these subjects. Progress in lessons observed varied. Teachers successfully encouraged pupils to engage in activities and work hard. However, it was not always clear what teachers expected pupils to learn through completing the tasks set. There is also inconsistency in the manner teachers plan for the different ability levels of pupils and ensure that their different needs are met. Much has been done to develop the curriculum since the previous inspection. It now gives a good balance to the subjects covered and provides good work-related learning and enterprise opportunities for Key Stage 4 pupils. Partnerships with other specialists, such as

p.4

Main findings

therapists, are used well in supporting individual pupils. The links with mainstream schools provide a few pupils with good opportunities to pass GCSEs. The curriculum for the few pupils with more complex needs, such as severe learning difficulties, does not always fully address their specific needs. The progress of, and provision for, those children in the Early Years Foundation Stage remain satisfactory, as they were at the previous inspection. The headteacher has ensured that leadership and management have improved since the previous inspection. This is reflected in the high morale of staff and their obvious desire to serve the needs of pupils to the best of their ability. Although data are collected on pupils' achievements, the analysis of these is limited and does not always provide a clear picture of the achievement of individuals and groups. In addition, the information gained is not used to set and refine school priorities for further development. Members of the governing

p.4

Main findings

body are very supportive of the school and have a good committee structure to consider all aspects of its work. They lack, though, sufficient information on pupils' outcomes to be able to judge fully the effectiveness of the school's provision and the extent to which the

p.4

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

p.5

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

policies are appropriate. The school has a satisfactory understanding of its strengths and areas in need of development and this ensures that the capacity for sustaining improvement is satisfactory. Up to 40% of the schools where overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

p.5

What does the school need to do to improve further?

 Ensure that all teachers consistently plan their lessons to: match the differing ability levels in their class be clear what it is they expect pupils to learn in the lesson.  Analyse more closely data collected on pupils' achievements to know how well individuals and groups of pupils are achieving.  Make better use of data on pupils' outcomes to monitor the effectiveness of the school and identify priorities for further development.  Improve the quality of the curriculum for the few pupils with more complex learning difficulties.

p.5

Outcomes for individuals and groups of pupils 3

Pupils' progress, while satisfactory overall, varied in the lessons observed during the inspection. Examples of good and outstanding progress were seen in the specialist teaching of art, music and physical education. For example, in an art lesson for primary aged pupils, pupils enjoyed exploring the work of Van Gogh and using pastels to try to repeat the characteristics in their own work. Similarly, in physical education, all pupils from the secondary department worked very well together following a range of activities. Pupils responded well to the modelling of the activities from the teacher and clearly developed their skills. In a very few lessons the progress of pupils was inadequate because there was insufficient focus on what pupils should learn as a result of completing the activities planned. This was particularly so for those pupils with more complex needs who, for example, were asked to engage in cutting and pasting activities without any plan as to

p.5

Outcomes for individuals and groups of pupils 3

what they would learn from the activity. Improvements have been made to how the school records pupils' achievements through termly assessments. A review of these for this year shows some pupils make good progress in English and mathematics when compared with typically expected rates of progress. Attendance rates have been consistently above average over the last three years and this demonstrates that pupils enjoy being in school. Pupils confirmed this in their comments to inspectors and by their positive attitudes to working in lessons. In a recent pupil survey, pupils commented that they felt safe in the playground. Observations of pupils suggest that many have improved their behaviour, but the school has not rigorously analysed its data to demonstrate this. Pupils enjoy the opportunities to integrate into mainstream schools. They respond well to these, which for many has led to good success in passing GCSEs. Pupils' successes in

p.5

Outcomes for individuals and groups of pupils 3

tackling these challenging integration experiences show that the pupils are developing

p.5

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

p.6

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

skills that will contribute positively to their economic well-being. Pupils' economic well- being is also well supported by opportunities to engage in work-related learning activities and enterprise projects. Pupils enjoy physical education lessons and many choose the healthy options available at lunchtime. However, the use of sweets and biscuits as rewards and the unhealthy options in the tuck shop reduce their appreciation of the benefits of healthy lifestyles. Pupils on the school council appreciate the opportunities they have to contribute ideas to the school community by regularly meeting with the headteacher. Many pupils regularly carry out tasks in school and in the local community.

p.6

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

These are the grades for pupils' outcomes

p.6

Pupils' achievement and the extent to which they enjoy their learning 3

Taking into account: Pupils' attainment¹ *

p.6

Pupils' achievement and the extent to which they enjoy their learning 3

The quality of pupils' learning and their progress 3

p.6

Pupils' achievement and the extent to which they enjoy their learning 3

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

p.6

2

Taking into account: Pupils' attendance¹

p.6

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

p.6

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.

p.6

How effective is the provision?

In almost all lessons observed, teachers successfully engaged pupils in completing tasks and taking part in the activities planned. In the most effective lessons seen, the planning of lessons built on what pupils already knew and could do. For example, in a Key Stage 1 mathematics lesson the teacher set different tasks related to number recognition. This was effective and led to most pupils making good progress. Similarly in an English lesson in the secondary department, the teacher's planning showed how, after working together

p.6

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

p.7

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

as a group in studying a book, pupils would move on to differentiated activities based on their ability levels and prior learning. In this lesson, as in a few others, a good selection of resources was available. Teaching was less effective in the lessons seen when the activities were not planned to build on pupils' prior learning. For example, in one lesson, all pupils undertook similar tasks. For a few higher ability pupils the task did not challenge them and they completed the tasks quickly, while other pupils found the task too difficult to complete. The improved use of assessment to promote learning is acknowledged as an area in need of development by senior staff and good training plans exist for this in the near future. The quality of learning objectives for lessons is inconsistent. Good examples were seen, such as in the physical education lesson for all the secondary pupils, but in a few others

p.7

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

the objectives were descriptions of what activities pupils would be engaged in rather than what they would learn as a result. Marking is also inconsistent and many examples of unmarked work were seen during the inspection. Art, music and physical education are strong subjects within the curriculum and these are areas where pupils enjoy celebrating their achievements. The primary curriculum has been developed well and now includes more emphasis on mathematics than previously. The curriculum is less effective for the few pupils with more complex needs, including those with severe learning difficulties, and occasionally it is not clear why they are set certain tasks in lessons. Good enrichment activities exist and these include good enterprise opportunities. Considerable emphasis is placed celebrating each pupil as an individual and providing them with as much support as possible. Individual education plans focus on the specific

p.7

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

needs of pupils and, although some of the targets are very general, they give a good focus to the key areas each individual pupil needs to address. Most individual behaviour plans provide staff with a good framework for the support of pupils with challenging behaviour. The effective partnership the school has with outside agencies further enhances the good quality of care, support and guidance provided by the school.

p.7

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

These are the grades for the quality of provision

p.7

The quality of teaching 3

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

The senior team is very motivated to secure improvements to the school's provision. The staff play their part and as one commented in the staff questionnaire, 'Staff work hard and are together.' The monitoring of teaching and learning is satisfactory and the school is beginning to use the performance management process to identify training needs and

p.7

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

p.8

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

provide staff with appropriate training. The good links with parents and carers are used well to enhance the quality of care and support pupils receive. Likewise, links with mainstream schools are used well to provide a few pupils with opportunities to take GCSEs and others to benefit from increased social experiences. The school also plays an important role in supporting mainstream schools with its outreach support. Improvements to tracking pupils' progress have been instigated over the last year. Teachers now make termly assessments for all pupils in key learning areas. Once the assessment data have been generated, they are collated and monitored by the headteacher. However, there is no rigorous analysis of this data. This means the school is not fully aware of what rates of progress groups of pupils, such as boys and girls or those in the care of the local authority, are making. This lack of rigour in analysing data means

p.8

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

that the priorities in the school development plan are not always linked to identified weaknesses in pupils' outcomes. During the inspection, only data for this year were presented, so it is not possible to judge pupils' progress in previous years. Although the school aims to ensure equality of opportunity and no discrimination is tolerated, these limitations in the use of data mean that the promotion of equality is no better than satisfactory. Members of the governing body are keen to support the school and good use has been made of their specialist skills. Together with the senior staff, they ensure that safeguarding arrangements are good. Although restricted by limited data available on pupils' outcomes, in every other respect the school has a secure overview of its work and areas it is seeking to develop. Good improvements have been made since the previous inspection and very good systems exist to consult with stakeholders on these. Some

p.8

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

attention has been given to community cohesion and this has led to pupils having good links with the local community and some awareness of a few global issues.

p.8

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

These are the grades for leadership and management

p.8

3

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

p.8

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

p.9

Early Years Foundation Stage

The Early Years Foundation Stage provides children with a safe environment in which to learn and play. All staff clearly care for and support the children well. Insufficient emphasis, though, is placed on monitoring how well children are achieving against the nationally expected learning goals for their age. This means that, although evidence of progress was seen during the inspection, it is not clear how this is then analysed to ensure that the next steps for each child are carefully planned. Given the small number of children admitted in the Early Years Foundation Stage, appropriately they are educated alongside pupils in Years 1 and 2. Good curriculum plans are in place but there is insufficient use of observation and assessment to amend these plans to address children's emerging needs. Children are effectively encouraged to develop habits and behaviours appropriate for effective learning. Children have some

p.9

Early Years Foundation Stage

opportunities to make choices, but during the inspection there were observations that indicated that for some activities there was too much adult direction. Improvement since the previous inspection has been made to how the provision is now managed and this has resulted in a more structured approach to meeting the needs of the children.

p.9

Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

p.9

Overall effectiveness of the Early Years Foundation Stage 3

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

p.9

Overall effectiveness of the Early Years Foundation Stage 3

The quality of provision in the Early Years Foundation Stage 3

p.9

Overall effectiveness of the Early Years Foundation Stage 3

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

p.9

Views of parents and carers

An above-average proportion of parents and carers responded to the Ofsted questionnaire. The majority are very positive about the school. 'A fabulous school' and 'the best school for my child' are typical of the comments. Parents and carers are particularly impressed with the quality of care offered by the school. 'Teachers are very caring,' commented one parent. The inspectors have judged the quality of care, guidance and support to be good. Ten per cent of parents and carers expressed concern at whether their child is making enough progress. Inspection evidence recognises the validity of these concerns. While progress and teaching are judged as satisfactory overall, pupils with more complex needs made less progress in some lessons and examples of inadequate teaching of these pupils were observed.

p.9

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Springhallow 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.

p.10

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 50 completed questionnaires by the end of the on-site inspection. In total, there are 75 pupils registered at the school.

p.10

Total % Total % Total % Total %

My child enjoys school 31 62 15 30 4 8 0 0 The school keeps my child safe 40 80 9 18 1 2 0 0

p.10

Total % Total % Total % Total %

My school informs me about my child's progress 35 70 13 26 2 4 0 0

p.10

Total % Total % Total % Total %

My child is making enough progress at this school 22 44 21 42 4 8 1 2

p.10

Total % Total % Total % Total %

The teaching is good at this school 32 64 15 30 3 6 0 0

p.10

Total % Total % Total % Total %

The school helps me to support my child's learning 32 64 13 26 4 8 1 2

p.10

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 27 54 21 42 0 0 0 0

p.10

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) 25 50 17 34 4 8 0 0

p.10

Total % Total % Total % Total %

The school meets my child's particular needs 32 64 15 30 0 0 1 2

p.10

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 27 54 18 36 1 2 0 0

p.10

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 31 62 13 26 1 2 1 2

p.10

Total % Total % Total % Total %

The school is led and managed effectively 38 76 10 20 1 2 0 0

p.10

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 38 76 6 12 3 6 0 0

p.10

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%.

p.10

Grade Judgement Description

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

p.11

Grade Judgement Description

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

p.11

Grade Judgement Description

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

p.11

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.

p.11

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.

p.11

Common terminology used by inspectors

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

p.12

Common terminology used by inspectors

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

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

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.

p.12

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

main findings from the inspection of their school.

p.13

Inspection of Springhallow School, Ealing W13 0JG

Thank you for being so helpful when we came to inspect your school recently. We very much enjoyed meeting you all, and a special big 'thank you' to those of you on the school council who met my colleagues. Your school is satisfactory, with the links to your parents and carers and the other specialist services that support you being good. We can see that you enjoy being at school because your attendance is above average. You make satisfactory progress in your learning. You are doing well in understanding how to be safe and in preparing for leaving school. Many of you also enjoy the time you spend in mainstream schools. All the staff work very well together and this contributes to the good care, support and guidance you receive. To help your school be even better, I have asked your teachers to:  make sure the planning of what you will learn is better  find more ways of showing how well you are doing

p.13

Inspection of Springhallow School, Ealing W13 0JG

 make better use of what is known about your achievements to plan improvements  improve how the work for those of you with more complex needs is planned. Keep working hard and doing your best to help the school.

p.13

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 .

p.14