Greenfields School

Inspection of Greenfields School Tenterden Road, Biddenden, Ashford, Kent TN27 8BE

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Inspection dates: 10 to 12 December 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection

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Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils prosper in this happy school. From the moment they join, pupils experience a nurturing atmosphere which allays their worries, restores their self-worth and reignites their love of learning. Consequently, pupils develop their confidence and, before they know it, they fulfil their dreams and aspirations.

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What is it like to attend this school?

Relationships between staff and pupils are kind and trusting. Staff have high expectations of pupils’ achievement. What others might see as a tiny step, can often be a great challenge for pupils. The way that staff enable pupils to overcome these challenges is impressive. They have an expert understanding of pupils’ social, emotional and mental health (SEMH) needs. Staff anticipate when a pupil may be growing anxious. They put in place highly effective calming strategies. As a result, pupils flourish, behave and achieve well.

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What is it like to attend this school?

Through opportunities such as the cooking, macrame and coding clubs, pupils develop their interests, hobbies and talents. They pursue their creative flair by learning to play a range of musical instruments. Pupils are excited about their winter production of ‘At the West End Musical’. They look forward to walks in the park nearby and learn about local habitats. Pupils plant flowers and make bug hotels to attract bees and encourage wildlife in the area.

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better?

Prior to arriving at the school, most pupils have struggled previously in other school settings or may not have attended for a variety of reasons. The school works effectively with a range of external specialists, such as multi-disciplinary professionals, to ensure that pupils overcome any barriers to their learning successfully. The ‘Greenfield Steps’ provide staff with precise information about what each pupil should learn and when. The school skilfully crafts a personalised curriculum for each pupil. The curriculum is based effectively on the information the school gathers when checking what pupils know on arrival, in conjunction with pupils’ education and health care (EHC) plan targets. Staff also consider pupils’ SEMH needs. As a result, pupils are enabled to progress well through their tailored curriculum.

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better?

The school unlocks pupils’ academic potential successfully. Its rich and ambitious curriculum prepares pupils for the next stage of their education effectively. Pupils receive well-considered independent careers advice and guidance. For instance, they visit local colleges and receive support to apply for suitable courses and prepare for interviews.

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better?

Reading is a top priority. Pupils have often had negative experiences of reading prior to joining the school and dislike reading as a result. Some are at an early stage of learning to read. Staff use a wide range of approaches to rekindle pupils’ enjoyment of reading effectively. For example, adults use regular reading sessions well to immerse pupils in stories. High-quality texts in reading areas and in classrooms 10 to 12 December 2024 appeal to pupils’ interests. Staff deliver the school’s phonics programme effectively. The books that younger pupils read help them to practise their phonics knowledge and strategies. As a result, pupils are ardent, enthusiastic, fluent and confident readers.

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better?

Teachers have strong subject knowledge. They introduce pupils to a range of new creative and technical vocabulary in subjects such as English and mathematics. Pupils use this well to explain their ideas and embed their knowledge. Typically, teachers provide pupils with resources and equipment that help them develop their understanding. However, in a few subjects, some aspects of the curriculum are not taught as intended. This is because, sometimes, the teachers’ focus is on helping pupils complete activities rather than checking what pupils know and understand. Where this happens, some pupils do not learn as well as they could.

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better?

There is an amiable atmosphere in classrooms and around the school. Pupils attend school regularly and look forward to their lessons. Staff patiently teach pupils how to express their feelings and complex emotions. Pupils practise helpful strategies such as yoga, mindfulness and breathing techniques, which help them regulate their behaviour.

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better?

The school’s work to promote pupils’ personal development is a strength. Across the curriculum, staff foster pupils’ understanding of the world they inhabit. For example, pupils learn about democracy and elect their peers to the school council. They work with staff to choose equipment for their playground. Pupils debate topics which affect them, for example racism, gender identity and disability rights. They are raising awareness in the community on issues such as litter and plastic pollution. Pupils learn about festivals from different cultures and find out about other religions. They understand that all people should be treated equally. Pupils are well prepared for life in modern Britain.

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better?

The proprietor body and governors have a clear understanding of their responsibilities. They have established a robust structure for monitoring the school’s work and holding leaders to account. They ensure that the school meets the independent school standards consistently and that it complies with schedule 10 of the Equality Act 2010. The school provides staff with the time, resources and support they need to do their job well. Staff are proud to be part of the team.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Sometimes, in a few foundation subjects, teachers help pupils to complete activities rather than checking what pupils know and understand. Where this happens, some pupils do not learn as well as they could. The school should make 10 to 12 December 2024 sure that staff are equipped to help pupils secure the essential knowledge and understanding they need so that they achieve highly across the curriculum.

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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. 10 to 12 December 2024

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School details

Unique reference number 131780 DfE registration number 886/6084

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School details

Inspection number 10342027 Type of school Other Independent Special School

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School details

Email address greenfieldsschool@childhoodfirst.org.uk

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School details

Date of previous inspection 12 to 14 October 2021 10 to 12 December 2024

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Information about this school

 Greenfields is an independent special school, registered for up to 23 pupils who have SEMH needs. There are currently 17 pupils on roll. The school operates from two sites within a short distance of each other. The younger pupils attend one site, while the older pupils attend the other.  The school admits boys and girls aged between five and 16. At the time of the inspection, there were no pupils attending the school under the age of seven.  The school forms part of a therapeutic community managed by Childhood First, a registered charity. It offers a therapeutic approach to teaching and learning, with a strong focus on the personal development of pupils.  All pupils are in the care of local authorities. All have an EHC plan. Many pupils have histories of disrupted schooling.  The school does not currently use any alternative provision.  The school meets the requirements of the provider access legislation, which

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Information about this school

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

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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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 leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: reading, mathematics, history and computing. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers and looked at samples of pupils’ work. Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  Inspectors held a wide range of meetings with the headteacher, senior leaders and teaching staff. The lead inspector met with two directors from two of the children’s homes. She also met with three members of the governing body, including the chair. She met online with the chief executive officer and the chair of 10 to 12 December 2024

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Information about this inspection

trustees. The lead inspector also spoke on the telephone with an officer from one of the placing local authorities.  Inspectors observed pupils’ behaviour during visits to classrooms, during breaktimes and as pupils moved around the school.  Inspectors also considered the views of staff during meetings with them.  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.

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Inspection team

Shazia Akram, lead inspector His Majesty’s Inspector

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Inspection team

Paul Gibson Ofsted Inspector 10 to 12 December 2024 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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