Clarendon School

Inspection of an outstanding school: Clarendon School Egerton Road, Twickenham TW2 7SL

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Outcome

There has been no change to this school’s overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school’s next inspection will be a graded inspection.

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Outcome

The executive headteacher of this school is Niall Dumigan. This school is part of The Auriga Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Ivan Pryce and overseen by a board of trustees, chaired by Harry James.

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What is it like to attend this school?

Pupils, who all have special educational needs and/or disabilities (SEND), are looked after and learn well. Pupils enjoy coming to school. They are happy and safe. As a result, they attend school on an increasingly regular basis. Staff build friendly working relationships with pupils and know them well. Partnerships with parents and carers are well developed. The school has high expectations for pupils. The curriculum is being improved to ensure that these expectations are met. In some subjects, the school’s curricular thinking is not fully developed.

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What is it like to attend this school?

The school provides exceptional support and guidance to pupils. This is because staff understand pupils’ individual needs. Staff respond to changes in pupils’ emotions skilfully. Behaviour is very well managed. The school helps pupils to identify and manage their emotions well. It teaches pupils about positive relationships and how to keep healthy in an age-appropriate way. This prepares pupils well for adulthood.

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What is it like to attend this school?

Leaders make sure that pupils are effectively supported when they are leaving the school. Parents and other providers are involved, regularly, to ensure that pupils are ready for their next steps. Staff encourage pupils to express their opinions, and these views are listened to. Pupils access a range of opportunities. They enjoy sports, residential trips and visits to local landmarks and facilities. 24 and 25 April 2024

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What does the school do well and what does it need to do better?

Leaders have identified the aspects of the school’s work that needed to improve. As a result, the curriculum is being redesigned to improve the continuity of learning between the primary and secondary years. The school knows its pupils incredibly well. Leaders ensure that the curriculum design is matched to pupils’ needs. The curriculum identifies the important knowledge that pupils should learn. Staff use assessment strategies effectively to check that pupils are learning the curriculum content. This ensures that pupils in most pathways experience a curriculum that matches their needs. Older pupils gain appropriate academic and vocational qualifications. Teachers ensure appropriate targets are set which link the curriculum to pupils’ education, health and care plans.

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What does the school do well and what does it need to do better?

In some subjects, the curriculum is not implemented securely. This is because activities to support pupils’ subject-specific learning do not match the ambitions of the curriculum goals. Sometimes, pupils in the secondary years do not receive the precise help that they need. This means that on occasion pupils do not deepen their knowledge and understanding in these subjects.

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What does the school do well and what does it need to do better?

Communication and reading are a high priority for the school. Staff identify pupils’ starting points carefully. They teach them to use carefully selected communication systems and aids. This allows pupils to join in all activities with their peers confidently. Teachers adapt the communication strategies effectively. This helps pupils to communicate with increasing proficiency. The school has introduced a phonics programme for all pupils. Staff teach pupils to recognise and blend sounds when they are able. They have been well trained to deliver this with considerable expertise. Pupils develop a love of books. They talked with enthusiasm about different books and their favourite authors. Younger pupils enjoy hearing rhymes and songs. Pupils are very well prepared for their next steps.

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What does the school do well and what does it need to do better?

Pupils experience an extensive range of activities within and beyond the curriculum. This prepares them well to transition from the school and for adulthood. Pupils participate in many outings and visits. Older pupils are enthusiastic about their work experience, careers guidance and opportunities to develop independence skills. They visit places of worship as part of the curriculum. Pupils enjoy residential experiences and visits to the theatre. Visitors, including the local police, visit the school to teach pupils about community risks and personal safety.

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What does the school do well and what does it need to do better?

Strategies to improve attendance have been increasingly effective. This is a high priority for leaders. The school identifies and supports pupils with low attendance well. Pupils arrive on time and show respect to adults. Pupils are taught to manage their emotions and behaviour. This helps pupils to concentrate on their learning. The school is a calm and orderly learning environment.

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What does the school do well and what does it need to do better?

Leaders are determined to make sure pupils experience a high-quality education. Staff speak positively about working in the school. Workloads are mostly carefully managed. Staff value the support and training provided. Governance is going through a period of transition. A number of experienced governors are being replaced with those new to the role. Some aspects of the school’s work, therefore, are not monitored closely enough, and this slows the improvements that need to be made. 24 and 25 April 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the new curriculum is not embedded consistently well across the school, especially between the primary and secondary years. This means that, at times, pupils do not deepen their understanding over time. The school should make sure that the curriculum is fully implemented in the way leaders intend.  The school is in a period of governance transition. The trust has not made sure that all aspects of its work are monitored well enough. This means that governors and trustees cannot identify all areas for improvement and act quickly when needed. The school should make sure that all leaders, including governors, understand their roles and responsibilities in order that they can maintain an effective oversight of the school.

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Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, Clarendon School, to be outstanding in June 2014.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school. 24 and 25 April 2024

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In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 24 and 25 April 2024

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School details

School category Academy special converter

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School details

Date of previous inspection 22 January 2019, under section 8 of the Education Act 2005

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Information about this school

 The school caters for pupils with moderate learning difficulties and pupils with autism.  The school is based on three sites: the primary and secondary centres and the Gateway Centre, an additionally resourced provision, attached to a secondary school.  The headteacher was appointed in September 2023.  The school does not use alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy headteacher, other staff and members of the local governing body and trust board. 24 and 25 April 2024

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 Inspectors carried out deep dives in these subjects: early reading, mathematics and personal, social and health education. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The lead inspector held a meeting with the chief executive officer and the school improvement partner.  Inspectors considered key documentation, including school strategic development plans and minutes of governors’ meetings.  Inspectors considered the responses to Ofsted’s online survey, Ofsted Parent View,

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including free-text replies.  Inspectors spoke with staff and parents during the inspection.

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Inspection team

Phil Garnham, lead inspector His Majesty’s Inspector

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Inspection team

Jude Wilson His Majesty’s Inspector 24 and 25 April 2024

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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