Bensham Manor School

Inspection of Bensham Manor School Ecclesbourne Road, Thornton Heath, Surrey CR7 7BN

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Good 5 and 6 June 2024

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What is it like to attend this school?

Pupils are happy at this very special school. They thrive here. Pupils enjoy their lessons, and they remember a lot of what they are taught. Teachers check what pupils have remembered and build on this in the next lesson. The curriculum is ambitious and prepares pupils extremely well for their next step in the world. The positive relationships between adults and pupils are a particular strength of the school.

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What is it like to attend this school?

The school has very high expectations of pupils, expecting them to work hard and behave well. Pupils rise to this challenge. Pupils conduct themselves in an exemplary way around the school and in lessons. There is hardly any disruption to lessons, and if it does happen it is sorted out very quickly. Pupils are proud of their school and like to take on the extra responsibilities that they are given as they get older, such as working in the school café or helping younger pupils in the playground. Pupils say that bullying is not a problem at the school, and that pupils are friendly towards each other.

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What is it like to attend this school?

Pupils are keen to come to school, and they attend well. Pupils enjoy the many different clubs and activities that the school provides. These include forest explorations, residential trips and sports activities.

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better?

The curriculum at Bensham Manor School is excellent. Leaders and teachers have thought carefully and set out in detail exactly what pupils will learn at the school, in every subject and every year group, including in the sixth form. The curriculum is meticulously sequenced so that pupils follow a logical journey through the subjects, with each lesson building on the one before. Expert teachers bring the curriculum to life by choosing interesting resources and activities that spark pupils’ curiosity and tap into what already interests them. For example, in art, they use work that stems from ‘manga’ illustrations and in English, they choose high-quality poetry and literature from diverse cultures as well as more traditional texts.

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better?

Reading is prioritised at the school, and there are high-quality books everywhere. Pupils access engaging information about books and literature features in all subjects across the curriculum. Pupils read every day and in every lesson. When pupils start at the school, staff assess them to see if they have the appropriate reading skills for their age. If they have fallen behind, the school puts tailored support in place so that pupils catch up quickly.

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better?

School staff know the needs of the pupils very well. They are quick to spot if a pupil needs extra help, and they support pupils to grow in confidence and independence. This means that pupils learn to do things for themselves, for example learning how to cook simple meals, how to eat healthy foods and how to keep mentally and physically well. 5 and 6 June 2024

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Pupils behave in an exemplary way. They learn how to manage their own emotions very well and develop positive strategies that they can use if they are feeling anxious or need help. Pupils learn what good behaviour looks like. They notice and compliment each other if they see good behaviour, for example by giving behaviour awards in assembly. Older pupils act as strong role models for younger pupils joining the school.

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Teachers and other adults work in a positive and constructive way with the therapy team that the school has developed. Staff work together to adapt the curriculum for individual pupils and to strengthen pupils’ well-being so that they are ready to learn.

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Pupils learn about college and the world of work, through visits and work experience. Preparation for adult life starts as soon as they join the school. Pupils receive independent advice and guidance about future destinations, including advice about apprenticeships and supported internships. Most pupils leave at the end of Year 11 and continue their education at a local college. These transitions are very well planned and managed. A few pupils stay on in the sixth form for one or two more years to continue building the skills they need before moving on. Pupils are very well prepared for their next step.

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The school prioritises the development of pupils’ character. Pupils benefit from the focus placed on respect for different groups of people, including those with protected characteristics. Pupils talk confidently about what they have learned in personal, social, health and citizenship education (PSHCE), including about safe and healthy relationships and how to be a responsible citizen.

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Staff are very happy working at the school. They are committed to the education of the pupils and they feel exceptionally well supported.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to 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. 5 and 6 June 2024

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Further information

You can search for published performance information about the school.

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Further information

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). 5 and 6 June 2024

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sixth form

Appropriate authority The governing body

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sixth form

Dates of previous inspection 22 and 23 March 2023, under section 8 of the Education Act 2005

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Information about this school

 Pupils at the school have special educational needs and/or disabilities. They all have an education, health and care plan. Most pupils have communication and interaction or autism as their primary need. Most pupils also have some cognition and learning needs as well.  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.  The school does not use any alternative provision. 5 and 6 June 2024

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, the deputy headteacher and other school leaders. Inspectors also met with some therapists employed by the school.  Inspectors met with the chair of governors and some other governors.  Inspectors met with representatives of the local authority.  Inspectors carried out deep dives in these subjects: English, early reading, PSHCE, food technology and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also discussed the curriculum in some other subjects.

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Information about this inspection

 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.  Inspectors considered the responses to Ofsted’s surveys for parents and for staff.

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Inspection team

Gary Pocock, lead inspector Ofsted Inspector

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Inspection team

Teresa Neary Ofsted Inspector 5 and 6 June 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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