Dorton House School

Unique Reference Number 119039 Local Authority Kent Inspection number 358483 Inspection dates 23–24 November 2010 Reporting inspector Lynne Kauffman

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This inspection of the school was carried out under section 5 of the Education Act 2005. The inspection of social care was carried out under the Care Standards Act 2000.

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Type of school Special School category Non-maintained special Age range of pupils 5–16 Gender of pupils Mixed Number of pupils on the school roll 20 Appropriate authority The governing body Chair Mike Brignall Headteacher Andrea Ferris (learning manager) Date of previous school inspection 12 September 2007 School address Seal Drive, Seal Sevenoaks TN15 0EB Telephone number 01732 592650 Fax number 01732 592670 Email address office@dortonhouse.org.uk

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Age group 5–16 Inspection dates 23–24 November 2010 Inspection number 358483 Boarding provision Social care Unique Reference Number SCO24054 Social care inspector Sophie Wood

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Age group 5–16 Inspection dates 23–24 November 2010 Inspection number 358483 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 1234 234, 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 1234 234 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 one additional inspector, and a social care inspector who focused on boarding provision. Six lessons and four teachers were observed, each session supported by at least four learning support assistants. The inspectors held discussions with the chief executive and director of services plus the chair of the board of education, the newly appointed learning manager and colleagues with specific responsibilities including the special needs coordinator and team leaders in boarding. In addition inspectors had telephone discussions with parents and carers. They observed the school's work, and looked at documentation in education and boarding, three student case studies, and records from the therapy team and human resources. The inspectors also scrutinised three parental questionnaires. The inspection team reviewed many aspects of the school's work. It looked in detail at the

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Introduction

following:  How effectively do revised assessment and tracking procedures contribute to the quality of teaching and learning across Key Stages 2 to 4?  How do the new school structures, roles and responsibilities of staff affect the school's capacity to improve?  What contribution does governance make to the school's long-term strategic development?  To what extent do person-centred planning and the curriculum meet pupils' creative, personal and academic needs across the school?  How well does the school meet social care standards, in particular Standard 33?

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Information about the school

Dorton House is a small school owned by the Royal London Society for the Blind (RLSB). It offers a residential facility and so admits pupils from a wide geographical area. Approximately a quarter of the pupils are boarders. All pupils have a statement of special educational needs relating to sight loss. Increasingly students are joining with additional and more complex needs, and these now form the large majority. The majority of pupils are from White British heritage and where they are verbal, pupils speak English as their first language. There are a small number of looked after children, and there is a predominance of boys in the school. Many appointments in the last year include the learning manager, who leads the school in conjunction with the new chief executive and director of services, and a new chair of the board of education (the school's governing body). There were no Key Stage 1 pupils on roll at the time of the inspection.

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Information about the school

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

Dorton House is a satisfactory school. It is a happy school with confident pupils, whose personal development is good. Pupils gain independence, confidence and self-awareness, which have a good impact on their social and communication skills. Mobility programmes are consistently effective; innovative approaches such as the use of Taya the buddy dog, presented to the school by Guide Dogs for the Blind, have a huge impact on pupils' mobility and empathy for animals. Pupils love working on the Golden Duck, a refurbished barge used as an outdoor classroom. They enjoy the multi-sensory experience of floating along on the barge listening to and recognising the sounds of nature to help them with their science and literacy work. They have many opportunities to be part of the wider community. During the inspection the bell ringers were heard rehearsing for their Christmas concert at the local hospice with a possible follow-up tour of Kent; some were

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Main findings

confident enough to sing solos of the Christmas carols they had been learning. The school is in the process of very rapid change. The curriculum is being revised to give a more creative approach to learning. Modules including the '7th Heaven Caf', the 'We are the Champions' sports module and the 'Footlights' drama and music module give a focus to practical activities. The integration and practical application of literacy, numeracy and technology are supporting improvements in communication and handling money. Person centred plans (PCPs) have been introduced to ensure records kept enable a refined match to pupils' learning. The therapy and nursing teams are beginning to contribute to curriculum development so that pupils' more complex needs influence their PCP. However, the new special educational needs coordinator is only employed on a part-time basis, and this restricts the potential for the role to fully contribute to supporting the needs of all

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Main findings

pupils. The new senior staff and middle manager posts are a positive move, but some hurried appointments did not follow normal procedures and this has caused some communication issues across the school. Governance has been inadequate. These two things are restricting the school's capacity to improve, which is satisfactory despite many other strengths. The senior staff and board have a very clear idea of the school's strengths and weaknesses. The previous issues for the day school have been addressed well through more effective tracking of progress and involving pupils in setting their targets, although boarding provision still fails to meet some national standards. Many new ideas and policies show promise, and the learning manager's focus on teaching and learning at Key Stages 2 and 3 since the beginning of the year has started to have a good impact. Teaching is good and assessment, which was an issue in the previous inspection, has now been improved.

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Main findings

There are some examples of excellent teaching where personalised learning and planning are matched closely to pupils' individual needs, but this is not consistent practice. When work is not well matched, progress of some pupils slows, particularly those do not have the individual support provided for pupils with complex needs. New appointments to the 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

board of education have strengthened it but in the past it has not been sufficiently involved in school self-evaluation or accountable for school performance, and has not met all its formal statutory responsibilities. Nonetheless, in practice the board have maintained the pupils' safety, and good care, guidance and support ensure that the large majority of pupils make good progress; those with the greatest needs do particularly well.

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What does the school need to do to improve further?

 Increase the rate of pupils' progress by: building on the best practice in Key Stages 2 and 3, ensuring that assessment information is are used consistently well across the school to fine-tune work in lessons providing focused staff training to improve the consistency of the impact of nursing and therapy on pupils' PCPs review time allocation and the use of recording systems and accommodation to maximise the effectiveness of the role of special educational needs coordinator in supporting pupils' needs.  Develop the role of the board of education so that by December 2011 it: fully meets all its statutory responsibilities monitors action taken to promote improvement in pupils' progress builds specific and personal links to aspects of the school so that support and challenge are focused tightly on improvement revises recruitment and retention procedures to ensure they are transparent to all parties plans specialised training to equip individual members with the skills they need to

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What does the school need to do to improve further?

be accountable for their specific areas of responsibility.  The school must ensure that it meets those National Minimum Standards for boarding that have not been met.

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Outcomes for individuals and groups of pupils 2

Good new procedures for assessing and tracking pupils' work mean that their progress can now be measured far more effectively than in the past, and teachers can now pinpoint the next stage of each pupil's learning. Parents and carers are pleased to have quick access to a pattern of improvement or areas where there is a concern. In the lessons seen during the inspection, learning was often good; however, where work was not fine-tuned to pupils' abilities, pupils whose statement is only for sight loss were typically making satisfactory progress, while pupils with more complex specific needs such as autism often make made better progress because of well-targeted support, and interventions from learning support assistants (LSAs). Pupils' difficulties prevent all but a small minority from reaching the levels of attainment expected nationally for their age. The small number of girls make progress in line with the boys.

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Outcomes for individuals and groups of pupils 2

Pupils make the strongest progress in their personal development. They enjoy school, feel safe and are happy to explain what they would do if they were uncomfortable about the 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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Outcomes for individuals and groups of pupils 2

way they were being treated. They are clear about risk assessments, especially those associated with mobility. Behaviour within the context of the pupils' need is outstanding. Pupils are very clear about healthy eating and able to explain how the school council had helped to improve school dinners. Pupils enjoy good sport through the general curriculum, for example horse riding and the sport focus of the 'We are the Champions' module. Pupils are part of the school council and the Eco committee, which make pupils' views heard. Charity work, for example UNICEF day, encourages pupils to care for other communities. Pupils love activities such as singing and drama that take them into the wider community to perform. Over a quarter of the pupils have medical or other conditions that prevent regular attendance. Often pupils are registered at Dorton House but do not join the school until a month after registration, and this has a further impact on school data. Taking these

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Outcomes for individuals and groups of pupils 2

aspects into account, attendance is satisfactory. Pupils make satisfactory progress in developing economic awareness and well-being through school-based work experience and activities such as the Christmas Bazaar and 7th Heaven Caf. Here pupils handle money and deal with customer service good preparation for the future. However, the application of basic skills across the curriculum is inconsistent. Spiritual, moral, social and cultural skills are woven effectively into the curriculum and also addressed though pupils' input to school assemblies. They are underpinned by displays and photographs around the school with Braille and written explanations. 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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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 2

Pupils' achievement and the extent to which they enjoy their learning 2

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attainment¹ *

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Outcomes for individuals and groups of pupils 2

The quality of pupils' learning and their progress 2

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Outcomes for individuals and groups of pupils 2

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

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Outcomes for individuals and groups of pupils 2

The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils contribute to the school and wider community 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 2

The extent of pupils' spiritual, moral, social and cultural development 2

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Outcomes for individuals and groups of pupils 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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Outcomes for individuals and groups of pupils 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?

Teaching is supplemented by artists and musicians who visit on a part-time basis for therapy sessions such as music. Specialist subject knowledge is good and enthuses pupils. LSAs are an important part of the classroom experience for all pupils. They guide and support learning while encouraging pupils to have as much independence as possible. Planning is consistent and well focused on ensuring activities and resources match the aim of the lesson well. In the best lessons LSAs are involved in planning and are given a briefing prior to the start of the lesson. They work in partnership to record small steps of progress and give good feedback. Resources are very well used. In an exceptional swimming lesson, pupils physically moved their own targets on a specially prepared board with minimum support; excitement at their success in swimming was almost uncontainable. In this lesson mathematics and literacy opportunities were woven into the

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How effective is the provision?

plan, and the review session was innovative in the way pupils were involved. However, such high quality practice is not seen enough, particularly in the older year groups, and the improvements in the use of assessment are very recent. The satisfactory curriculum is under review. It currently includes a mix of past best practice and new ideas. The curriculum is stronger at Key Stage 2 and 3 than Key Stage 4; it is broad and balanced and in Key Stages 2 and 3 planning ensures that every topic has 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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How effective is the provision?

an appropriate element of literacy, mathematics and technology, but this is not consistent throughout the school. Afternoon enrichment sessions include activities such as horse riding, trips out in the school grounds and the community (humanities) and performing arts. Pupils enjoy these activities and become proficient in skills such as animal care, community awareness and confidence to perform and play instruments. The lack of an appropriate library is being addressed by the new management team. The therapy and nursing team are a pivotal part of the school's care, guidance and support. This provision has been enriched by the appointment of a family liaison worker to ensure families are more involved with their child's education and given support, and in some cases training, to deal with specific issues. Some inconsistencies around the routines for hand washing and the healthy nature of snacks are being addressed. The special

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How effective is the provision?

needs coordinator ensures that the pupils whose circumstances make them particularly vulnerable have well-targeted support to enhance learning and care, including access to a part-time school counsellor, but does not currently have the time or resources to fully support pupils' increasingly complex needs. The revised pupil-centred plan is succinct and a more sustainable document than the original. Good advice and guidance are offered to pupils and their parents and carers to prepare for the next stage of their lives.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 2

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How effective are leadership and management?

All senior leaders and managers have taken up the challenge to drive the school forward, and have focused on the right main priorities under the clear and effective leadership of the learning manager. However, because the teams are so new, their full impact cannot yet be measured. New monitoring and evaluation systems are promoting more rigorous approaches to assessment, teaching and learning and curriculum development, and outcomes are already improving. The school is developing a shared vision. More demands are coming from staff to improve the content of training so they have the right skills to support the changing needs of the learners. The effectiveness of the board of education is inadequate because it is having too little impact on the direction and work of the school. The school has not communicated well enough with parents and carers in the past, but they have been much happier with responses since the start of the current school year. The home liaison worker is in a good

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How effective are leadership and management?

position to improve these satisfactory relationships further, especially with harder to reach parents and carers. Other partnerships to promote learning and well-being are good. The work of the therapy team and external support from musicians, artists and friends of the 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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How effective are leadership and management?

Royal London Society for the Blind are being more closely integrated into the curriculum and this work is having a clear impact on learners' well-being. The school promotes equality and combats discrimination well. To sharpen its practice the school has carried out a good analysis of its approach to equality of opportunity and diversity, and a good action plan is now ready to present to the board. Safeguarding is satisfactory. Staff are suitably trained. In the day school, both practical outcomes and formal systems are strong. All relevant regulations and duties are met and good attention is given to risk assessments. The school promotes community cohesion appropriately. It develops pupils' awareness of religious, ethnic and socio-economic issues well through local and international links, but has not yet fully developed wider links within Great Britain.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 3

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 3

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 2

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Boarding provision

Pupils benefit by receiving good quality health care. Nursing and therapy services are a particular strength of the school. There is good liaison between all of the professionals involved with pupils' health needs. The nursing team enables the care staff to deliver a safe service by providing them with good quality training. Core topics include medication administration and dealing with epilepsy. On-call nursing provision provides additional safeguards and first aid training is booked for those care staff without a current certificate. Sound improvements have been made with regards to lunchtime arrangements and pupils enjoy the ability to choose where to eat their meals. The food provided is healthy and nutritious and pupils receive the individual support they need. This is being achieved through the provision of the correct equipment and the implementation of clear care plans. Independence in this area is being actively promoted, with excellent results.

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Boarding provision

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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Boarding provision

Pupils feel safe whilst they are resident at the school. They understand complaints processes and are confident that they are being protected from potential sources of harm. Care staff demonstrate a sound understanding of safeguarding procedures, and instances of concerns are very rare. Parents are particularly positive about this aspect, saying, ‘My child is extremely well looked after,’ and, ‘I have no concerns about my child's welfare at school.’ Instances of bullying and behaviours requiring a form of sanction are also infrequent and pupils are actively encouraged to be respectful towards each other and the staff team. However, the recording and monitoring of such incidents are inadequate. Such omissions present potential risks with regard to the welfare of the pupils. Staff recruitment policies and procedures have been reviewed and updated to ensure that no staff member commences until all checks have been satisfactorily received. Volunteers

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Boarding provision

and agency staff receive similar vetting, but they are not specifically referred to within this policy. This shortfall is further exacerbated through the poor quality of some of the references seen on files, therefore presenting unnecessary risks. Pupils benefit from the seamless approach being delivered by the care, teaching and therapy teams. Sound liaison and care planning ensures that educational and life skills targets are well matched and are being used in both settings. Thus, the chances of success for pupils are increased. Review meetings include all staff disciplines and this collaborative approach has a positive impact upon successful outcomes. Pupils thrive within the boarding environment because they receive good levels of individual support and attention. Positive relationships with their key workers are evident and such individuals demonstrate an excellent understanding with regard to the individual

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Boarding provision

and specific needs of those in their care. Care plans provide clear guidance in most areas, but there is a lack of content in some cases with regard to individual risk assessments and behaviour management plans. Key workers complete daily records clearly. The information obtained is succinctly used to add to review reports and this information reliably informs all parties of areas of progress and concerns. Consultation mechanisms for pupils are sound. There are numerous opportunities and forums within the school and boarding provision which enable pupils to express their own views and opinions. Key workers are observed to take great care when listening to pupils. Positive outcomes are achieved in this regard, resulting in pupils feeling valued. Pupils enjoy having regular contact with their family members and friends whilst staying at the school: ‘I talk to my mum every night when I'm here.’ Privacy is respected and

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Boarding provision

ensured through the use of a private telephone, to which pupils have unlimited access. Parents and carers commend such contact arrangements and also value the communication books used between them and their child’s key worker. The boarding provision is spacious and well maintained. Security is assured and maintenance issues are swiftly reported and remedied. Fire drills and safety checks are regularly conducted and pupils know what to do in the event of a fire. Pupils value their bedrooms and they are encouraged to personalise these areas as much as they wish. All bedrooms have en-suite facilities. These are brightly decorated and equipped with the specific aids and adaptations as needed by the pupils. The kitchen is spacious and well equipped. This facility is currently being underused by the pupils in terms of practising their cooking skills, thus limiting the potential development of this life skill.

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Boarding provision

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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Boarding provision

The promotion of equality and diversity is good. Pupils are highly valued by the care team and they are actively encouraged to celebrate their own unique personalities and interests. Care staff report positively about the guidance and support that they receive. Induction processes are clear and relevant training provision is currently underway. Monitoring systems and processes are an area of concern. Some monitoring reports are in place, but these lack sufficient details. Rigour and close scrutiny are not being applied and this presents unacceptable risks. Individuals responsible for this area demonstrate a lack of understanding with regard to this key task. Significant restructuring and recruitment by the organisation have very recently occurred. The new senior management team demonstrates an open and transparent approach, underpinned by a clear understanding of the current issues and concerns. A desire to improve is clearly evident.

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National Minimum Standards (NMS) to be met to improve social care

Staying safe  Ensure complaints from pupils are accurately recorded, investigated and monitored. (NMS33)  Ensure all safeguarding issues and concerns are thoroughly investigated, with clear outcomes detailed. (NMS5)  Implement clear systems to ensure all reported and suspected incidents of bullying are risk assessed and monitored. (NMS6)  Ensure pupils’ risk assessment and management plans are up to date. (NMS10)  Ensure clear contractual arrangements are in place with regard to the use of volunteer agencies, and review the current criteria in place with regard to references for such individuals. (NMS27) Organisation  Ensure senior staff are fully aware of their roles and responsibilities, with particular regard to monitoring. (NMS 32)  Implement robust welfare monitoring mechanisms by the responsible body. (NMS33)

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National Minimum Standards (NMS) to be met to improve social care

These are the grades for the boarding provision

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National Minimum Standards (NMS) to be met to improve social care

The effectiveness of the boarding provision 4

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Views of parents and carers

The number of responses from parents and carers to the questionnaire was well below average for a special school. They were generally positive and included comments praising the new management systems throughout the school and improved communications. Individual negative comments were followed up with the school. They reflected weaknesses in communication in the past and parental concerns about the lack of homework and rigour in teaching basic skills.

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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 Dorton House 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 sta tements about the school.

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Responses from parents and carers to Ofsted's questionnaire

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

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 3 100 0 0 0 0 0 0 The school keeps my child safe 2 67 1 33 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 2 67 1 33 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 2 67 0 0 1 33 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 2 67 1 33 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 3 100 0 0 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 2 67 1 33 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

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) 2 67 1 33 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 2 67 1 33 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 2 67 0 0 1 33 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 2 67 1 33 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 2 67 0 0 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 2 67 1 33 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

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 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 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. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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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 Dorton House School, Sevenoaks, TN15 0EB

Thank you all very much for the warm welcome you gave to me and my colleague when we visited your school and boarding provision this week. We enjoyed seeing you all hard at work and especially enjoyed having lunch together. We were pleased that you knew about healthy eating. You have a very interesting school in beautiful grounds with many lovely sensory experiences around you, and very good play equipment designed to help you play safely. We also met Taya your buddy dog and we know how much she helps you with mobility. All your parents and carers agree that you enjoy school. There have been many changes in school recently and it is now providing you with a satisfactory education. We have asked Mrs Ferris to work with your director of services, your chief executive and all the staff and governors to make your time at Dorton House even better by:  helping your governors to become more involved in the work of the school

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Inspection of Dorton House School, Sevenoaks, TN15 0EB

 making sure that the good teaching and learning practices in Key Stages 2 and 3 are shared across the school  ensuring that your teachers get all the training they need to help you make even better progress than you do now  thinking of more ways for your special needs coordinator to give the best possible help to those of you who need extra help and support  making sure that boarding provision is improved so it fully meets government requirements. You can help by continuing to work hard and making sure you make your voice heard through your school council and other committees such as the Eco committee and your boarding group.

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Inspection of Dorton House School, Sevenoaks, TN15 0EB

Lynne Kauffman Lead inspector out in the guidance 'Complaining about inspections', which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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