Shenstone School

Inspection of Shenstone School 94 Old Road, Crayford, Kent DA1 4DZ

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The heads of school are Emma Partington and Meena Malhi. The school is part of The Kemnal Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley. There is also an executive headteacher, Lori Ann Mackey, who is responsible for this school. 17 and 18 June 2025

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What is it like to attend this school?

Pupils are happy and eager to start their day in this safe and welcoming school. Staff have created a safe and nurturing atmosphere that celebrates pupils’ special educational needs and/or disabilities (SEND). There is no ceiling to the ambition staff have for the pupils in their care. Skilled staff provide a range of learning activities and experiences that best support pupils with complex needs. Staff, parents and carers, work together to enable pupils to ‘engage, thrive and achieve’.

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What is it like to attend this school?

Staff are vigilant and watch pupils’ behaviour closely. Routines are well embedded in the school. Staff teach pupils to develop autonomy through high-quality play and interactive experiences. The early years provides an exceptionally strong foundation for children’s learning and development.

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What is it like to attend this school?

Pupils enjoy a wide range of opportunities to support their wider personal development. A holistic approach to pupils’ development sits at the centre of the curriculum. The curriculum provides pupils with the knowledge and skills they need to function in adulthood and to access the community, with increasing independence.

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What is it like to attend this school?

Staff help pre-verbal pupils to ‘find their voice’. Pupils express themselves using a range of equipment and technology. Older pupils share their views about how to improve the school through the school council.

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

Staff have a comprehensive knowledge of each pupil’s needs. This includes pupils’ well- being and behaviour needs. Staff deliver bespoke curriculums that are ambitious and matched to pupils’ individual needs and education, health and care plan (EHC plan) goals. Staff use the information from pupils’ EHC plans and ‘personalised learning plans’ to establish manageable steps that will help pupils to be successful. Staff think deeply about the learning experiences that they provide. The content of each curricular pathway has been carefully developed to ensure that pupils build knowledge and skills over time. For instance, supporting pupils improve their mobility, to begin to communicate and those with visual impairment to read with braille. Staff make appropriate adaptations for pupils.

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

Skilled specialists and therapists, including health care, medical assistants and speech and language therapists focuses on what is important for the pupils to learn. Staff teach pupils to engage in different contexts and life situations. Staff identify any next steps in pupils’ learning. The school ensures that pupils’ aspirational outcomes are relevant to pupils’ lives and individual development stage. Pupils achieve well.

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

The school promotes high expectations of the school’s approach to communication and interaction. Staff use signs and symbols often to create an immersive environment of communication, literacy and reading. Children in the early years use objects to explore mathematical concepts, such as sorting shapes based on two-dimensional properties. Staff use visual resources well to help pupils understand complex concepts. 17 and 18 June 2025

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Staff consistently deliver the school’s approach to early reading. Children at pre-phonics and pre-reading stages learn to listen to sounds within the environment. Pupils learn phonics using books that match the sounds they know and remember. Books and stories are made accessible to the pupils by sensory activities, rhymes and songs. For example, during musical hydrotherapy sessions, pupils listen to sound inside the water alongside aquatic body therapy techniques. This helps pupils to improve communication, emotional development, motor and sensory skills. They experience a deeper state of relaxation. This inspires pupils’ movement, stretching, vocalisation and stillness. Pupils also develop an appreciation of sound and music.

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Staff identify the best strategies to support pupils with their learning, emotions or behaviour. Staff swiftly de-escalate tricky situations and provide pupils with the support that they need to help them refocus on enjoying their learning experiences. Pupils are highly motivated to take part in the learning experiences provided. They develop positive habits for learning. Staff work closely with parents and carers to establish consistent attendance routines with their children.

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The personal development programme provides pupils with the knowledge and skills they need to function in adulthood and within the community. Pupils learn about relationships, feelings and behaviour, health and self-care and personal safety. The school is effective in providing opportunities to develop pupils’ understanding of independence and well-being.

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Those responsible for governance, including the trust, offer effective support to the school. Staff feel appreciated in their roles, with workload and well-being considered carefully and openly. Staff including those at the early stages of their careers, receive the guidance and training they need to be skilful at delivering the curriculum with consistency. School leaders, at all levels, are unwavering in their dedication to ensuring that pupils engage, thrive and achieve.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 17 and 18 June 2025

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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). 17 and 18 June 2025

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School details

School category Academy special converter

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School details

Appropriate authority The governing body

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School details

Headteacher Lori Ann Mackey (executive headteacher)

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School details

Date(s) of previous inspection 16 and 17 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of The Kemnal Academies Trust.  Shenstone School is an expanding all-through special school for pupils aged between 2 and 19 years.  The school currently operates from three sites. Early years and primary age pupils are on the Sidcup site. Some key stage 2 and 3 pupils are on the Crayford site. There are additional key stage 3 pupils on the temporary Thamesmead site.  At the time of the inspection, the school makes provision for pupils up to Year 9. The school is expanding to key stage 4. In September 2025, the secondary phase is due to be relocated to permanent accommodation.  All pupils have an education, health and care plan.  The school does not use any alternative provision. 17 and 18 June 2025

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Information about this inspection

The inspector(s) carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in time evaluation 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 executive headteacher, head of school (secondary phase), members of the board of trustees, the chair and members of the governing body, senior leaders and a range of staff.  Inspectors carried out deep dives in reading, literacy, mathematics and personal, social and emotional development. For each deep dive, activities included discussions with leaders and teachers about the curriculum, visiting a sample of lessons, speaking with groups of pupils about their learning, and considered pupils’ work. Inspectors also considered the curriculum in other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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Information about this inspection

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 spoke with staff about their workload and well-being.  Inspectors looked at a range of policies and documentation relating to pupils’ welfare and education. The inspectors observed pupils’ behaviour during lessons and around the school.  Inspectors considered the views of parents and staff, including through Ofsted’s online surveys and free-text comments.  Inspectors spoke with pupils about their experiences at school.

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Inspection team

Lascelles Haughton, lead inspector His Majesty's Inspector

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Inspection team

Jonathan Newby Ofsted Inspector 17 and 18 June 2025

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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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