Greenside School

Greenside School Shephall Green, Stevenage, SG2 9XS

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Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Pupils make good progress particularly, in literacy and numeracy.  Those with speech, language and communication needs make considerable strides in developing and improving their communication skills.  Children attending the Early Years Foundation Stage make excellent progress. This gets them ready for learning and eases their move to Year 1.  The sixth form is good. It enables students to continue their good progress and achieve nationally recognised qualifications. In particular, they make considerable improvements in their independence and social skills.  Teachers plan their lessons well and check carefully how well pupils are making progress towards their individual targets in lessons.  Pupils’ behaviour and attitudes to learning are outstanding, which is a result of highly effective support from all staff. Pupils respond particularly well to the care and sensitive interest staff show.

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Summary of key findings for parents and pupils

 Pupils say they are happy and feel very safe at the school, and at the other sites they attend for some of their lessons.  The headteacher and his senior leadership team have maintained a strong focus on improving all aspects of the school’s work. They have continued to make the best use possible of the cramped accommodation.  Senior leaders and governors work together effectively. They know the school well and understand what is needed to improve it further.

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It is not yet an outstanding school because

 The tasks set for all pupils in lessons are not always hard enough.  At times, staff do not give pupils sufficient time to respond to tasks on their own.

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Information about this inspection

 Inspectors observed 13 lessons, seeing 11 teachers and one specialist learning support assistant. Three of the lessons were observed jointly with a member of the senior leadership team.  A meeting was held with a small group of older students and five mixed-age pupils read their books to an inspector. Meetings were also held with the senior leadership team, others with posts of responsibility and the chair of the governors’ curriculum committee. Telephone conversations were held with the Chair of the Governing Body, the governor with responsibility for safeguarding and a representative of the local authority.  The lead inspector took account of 13 responses to the online questionnaire (Parent View), the school’s own recent parent and carer questionnaire, and 66 responses to the staff questionnaire.  Inspectors observed the school’s practice and looked at a range of documentation, including the

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Information about this inspection

school’s self-evaluation and improvement planning, information on pupils’ progress, documents used by senior leaders to check the school’s work, governing body documentation and records relating to attendance, behaviour and safeguarding. The lead inspector visited the Greenside Studio situated in a nearby local shopping centre, the Hyde.

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Inspection team

James Bowden, Lead inspector Additional Inspector Aileen Thomas Additional Inspector

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Information about this school

 Greenside School educates pupils with severe learning difficulties (SLD) or profound multiple learning difficulties (PMLD). Some have additional needs such as speech, language and communication difficulties and complex medical, physical and sensory needs. An increasing proportion of pupils, currently about a tenth, have autistic spectrum disorders (ASD).  There are three specialist classes for pupils with ASD and two specialist classes for pupils with PMLD, as well as complex medical needs. The school is organised into two departments: the primary department (ages 2 to 11 years and including the Early Years Foundation Stage) and the secondary department (ages 11 to 19 years and including the sixth form). Numbers vary in each year group.  Currently, boys outnumber girls by three to one. The great majority of pupils are of White British backgrounds, with a few from a range of ethnic minority backgrounds. A very few are from

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Information about this school

families where English is not the home language. All pupils have a statement of special educational needs.  The proportion of pupils eligible for the pupil premium, which provides additional government funding to support pupils known to be eligible for free school meals, children in local authority care and children from service families, is average. Currently, there are no children from service families and very few in local authority care.  Originally designed for 60 pupils, there has been no significant increase in space since the school opened. However, building works are now underway to enable the school’s 14 to 19 year old students to join with a neighbouring mainstream secondary school in January 2014.  In December, 2012, the school opened the Greenside Studio in a nearby shopping centre. This is a sweet shop and ceramics studio with an attached kitchen, which is also used as a teaching base for older students to develop their independence.

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Information about this school

 The school uses a number of external organisations to provide extra learning for Key Stage 4 and sixth form students. These include North Hertfordshire College, Ardley Farm and the Ridgemond Training Centre.  A new Chair of the Governing Body was elected in October, 2012.  Among its many awards the school has recently achieved Gold Artsmark and Green Flag Eco- School awards.

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What does the school need to do to improve further?

 Increase the proportion of outstanding teaching and learning by making sure that:  the tasks set in lessons for all pupils are always hard enough  pupils are given enough time to respond on their own to tasks and questions.

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The achievement of pupils is good

 Attainment on entry to the Early Years Foundation Stage and Year 1 is low as a result of pupils’ complex needs. Attainment remains low in all age groups. However, in relation to their starting points, pupils make good progress and achieve well whatever their abilities.

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The achievement of pupils is good

 Good quality support for all means there are no particular differences in the rates of progress made by those with different levels of learning difficulties, boys and girls, the very few who speak English as an additional language or those supported by pupil premium funding. Pupils known to be eligible for free school meals and the very few children looked after by the local authority achieve as well as others. Extra support and resources helps these pupils to make good progress.

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The achievement of pupils is good

 Pupils make good progress throughout the school. In 2012, at the end of Year 11, taking into account their starting points, the majority of pupils achieved well in English and mathematics. All pupils also make good progress in improving their communication skills. Some pupils are making good progress in learning to read, including using new technologies and visual prompt cards to enable them to do so.

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The achievement of pupils is good

 In the Early Years Foundation Stage, staff check carefully the needs and difficulties of children when they arrive. Individual targets are then set for learning and development. The excellent progress they make in all areas of learning and development prepares them well for moving on to Year 1.

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The achievement of pupils is good

 On leaving at the end of sixth form, all students are prepared well for the next stage of their education or life beyond the school. In 2012, almost all continued to Further Education colleges. Students achieved well in literacy, numeracy, communication and gained nationally recognised qualifications in personal development and independence. Their achievement is supported well by work experience opportunities, and the weekly courses they follow at North Hertfordshire College and the other providers used, as well as at the Greenside Studio.

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The achievement of pupils is good

 In almost all lessons, progress is good. In a primary music lesson, the teacher’s use of the sounds that letters make improved pupils’ understanding of how to copy rhythm. In a sixth form domestics skills lesson, a small group of students prepared toast for one another, laid the table and chose which spread to use. This promoted their independence well.

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The quality of teaching is good

 Teaching throughout the school promotes good learning for all pupils. Teaching in English and mathematics is good. In all lessons, there is a strong focus on the important skills of literacy, numeracy and communication. Teachers ask questions skilfully to check how well pupils are learning throughout the lesson as well as at the end. Although staff try to provide as many opportunities as possible to develop pupils’ independence, there are occasions when they do not allow enough time for pupils to respond independently to tasks and questions.

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The quality of teaching is good

 Staff work well together in all lessons to help pupils make the best progress possible towards their individual learning targets. Progress being made towards these targets is checked carefully, which helps teachers plan lessons to support pupils’ next steps in learning.

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The quality of teaching is good

 Staff make sure pupils are fully involved in lessons. In a sixth form lesson, at the Greenside Studio, students were involved in identifying ‘same’ and ‘different’, weighing out 100g packs of sweets to be sold in the shop and checking prices. In a primary department information and communications technology lesson, the more-able pupils matched numbers and letters successfully by ‘dragging’ images across the computer screen. At the same time, a small number of pupils with more complex needs had successful one-to-one intensive communication support.

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The quality of teaching is good

 Lessons start with lively activities that are used to interest and motivate pupils. In a secondary mathematics lesson, recapping three-dimensional shapes there was a good focus on improving students’ speaking, listening, signing and communication skills through the use of new technologies and visual prompt cards. Students also took turns at holding the different shapes to compare and contrast their different features. One student was clearly delighted when he realised he had said ‘sphere!’ However, in some lessons, tasks set for pupils are not always hard enough. This means that some do not therefore make the progress they are capable of making.

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The quality of teaching is good

 Parents and carers feel their children are taught well. Pupils say teachers help them learn and that there is lots of hard work in English and mathematics.

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The behaviour and safety of pupils are outstanding

 Behaviour is outstanding in lessons and around the school because of consistent routines, staff’s high levels of support throughout the day and their respect for pupils’ dignity and well-being. Typically, behaviour over time has been outstanding. For five years, there have been no permanent exclusions or instances where pupils have not been allowed to go to school for a short period because of poor behaviour.

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The behaviour and safety of pupils are outstanding

 There are no recorded instances of bullying or unacceptable behaviour. Pupils understand what bullying can involve and say it does not happen in this school. One pupil commented, ‘If there was, Dave (the headteacher) would help!’ In lessons observed, there were no instances where learning was disrupted by untoward behaviour.

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The behaviour and safety of pupils are outstanding

 Pupils arrive happily in the mornings, maintain their enthusiasm for learning throughout the day and leave happily at the end when meeting their escorts or parents and carers. Although a few are absent sometimes because of medical problems, there has been no unauthorised absence since January, 2012.

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The behaviour and safety of pupils are outstanding

 Movement around the school is safe and sensible because of high levels of sensitive and careful supervision. Very well-organised lunchtimes provide excellent opportunities for pupils to develop their independence in choosing food options, collecting and returning plates and cutlery and communicating with adults who supervise them. Supervised play activities during lunchtime are popular with pupils.

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The behaviour and safety of pupils are outstanding

 Pupils’ attitudes to learning are excellent because of the wide variety of well-chosen activities in lessons. There are opportunities for making choices, working alone or for working cooperatively in small groups. Pupils particularly enjoy using new technologies to help them communicate as well as working with computers, including choosing their own activities when they have completed a set task. Individuals are also keen to take responsibility, for example, for collecting and returning registers.

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The behaviour and safety of pupils are outstanding

 Without exception, parents and carers who responded to Parent View and the school’s own recent questionnaire agree their child is happy, safe and well looked after. This was also confirmed by a small group of older students who met with the lead inspector. They commented that all pupils across the school get on well together and that they feel safe at the school and at the other sites where they learn.

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The leadership and management are good

 The headteacher and his senior leadership team are highly effective and committed to sustained improvement. All staff are committed to helping pupils achieve as much as possible. Staff and governors are involved in checking all aspects of the school and know what needs to be improved for the school to become outstanding.

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The leadership and management are good

 Senior leaders check the quality of teaching and learning carefully. They set teachers targets to improve the quality of their work and make recommendations to the governing body regarding additional responsibilities and training opportunities.

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The leadership and management are good

 As a result of the school’s strong commitment to equality, there is no discrimination of any kind. All pupils, regardless of their circumstances or needs, make good progress in their learning and personal development.

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The leadership and management are good

 The subjects and topics pupils study are similar to mainstream schools. All pupils have equal opportunities to succeed because the subjects and topics studied are tailored to match the needs of individuals. The Gold Artsmark and Green Flag Eco-School awards show how well the school makes learning even more exciting. All pupils are, for example, involved in lots of creative arts activities and older students look after the school’s own allotment. These opportunities, along with learning about different faiths, contribute very well to their strong spiritual, moral, social and cultural development.

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The leadership and management are good

 The school works highly effectively with a range of other professionals to support the pupils’ wide-ranging needs. Parents and carers also appreciate the school’s work to involve them in their children’s learning. This is reflected in their very positive responses to Parent View and the school’s own recent parent and carer questionnaire.

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The leadership and management are good

 The local authority provides light touch support for this good school.

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The leadership and management are good

 The governance of the school:  The governing body is effective in supporting the school and holding the senior leaders to account for pupils’ progress and achievement. As a result of training and visits to the school, governors have a clear understanding of the quality of teaching and how well pupils are doing. The governing body checks the work of senior leaders and other staff to help them take decisions about how well they are working, any action that should be taken, training and pay. It makes sure national ‘Teaching Standards’ are met and safeguarding procedures are fully in place at the school and other sites where pupils are taught. The finance committee is diligent in making sure the school’s finances are in order and oversees the use of pupil premium funding. Current funding has been used effectively to improve pupils’ reading and communication skills, support those with sensory needs and to provide extra outdoor learning

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The leadership and management are good

opportunities to develop older pupils’ independence.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 117690 Local authority Hertfordshire Inspection number 401681

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School details

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

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School details

Type of school Special School category Community special 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 114 Of which, number on roll in sixth form 24 Appropriate authority The governing body Chair Dave Smith Headteacher Dave Victor Date of previous school inspection 16 November 2009 Telephone number 01438 315356 Fax number 01438 748034 Email address head@greenside.herts.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

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

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School details

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. 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

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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