Other · Ofsted report

Camberwell Park Specialist Support School

Inspected — · published 14 Jan 2003 · URN 105606

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Full report text

CAMBERWELL PARK SCHOOL

Dates of inspection: 23 rd – 26 th September 2002

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CAMBERWELL PARK SCHOOL

Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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CAMBERWELL PARK SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary 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. Camberwell Park School - 3

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INFORMATION ABOUT THE SCHOOL

School address: Bank House Road Blackley Manchester

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Stephanie Pritz

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: 11 May 1998 Camberwell Park School - 4

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INFORMATION ABOUT THE INSPECTION TEAM

Team members Subject responsibilities Aspect responsibilities 20165 Alan Lemon Registered inspector Art and design What sort of school is it? How high are standards? How well are pupils taught? How well is the school led and managed? What should the school do to improve further? 8937 Howard Allen Lay inspector How well does the school care for its pupils? How well does the school work in partnership with parents? 19386 Trevor Watts Team inspector Mathematics Physical education History English as an additional language 16722 Noreen Buckingham Team inspector Science Information and communication technology Design and technology Special educational needs 27429 Margaret Smith Team inspector English Music Educational inclusion How good are the curricular and other opportunities offered to pupils? Camberwell Park School - 5 30243 Anne Heakin Team inspector Geography Religious education Foundation Stage

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INFORMATION ABOUT THE INSPECTION TEAM

Penta International Upperton House The Avenue Eastbourne BN21 3YB

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INFORMATION ABOUT THE INSPECTION TEAM

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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INFORMATION ABOUT THE INSPECTION TEAM

The Complaints Manager Inspection Quality Division

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INFORMATION ABOUT THE INSPECTION TEAM

Alexandra House 33 Kingsway London WC2B 6SE Camberwell Park School - 6

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PART A: SUMMARY OF THE REPORT 7

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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HOW HIGH ARE STANDARDS? 12

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Camberwell Park School is a day special school for boys and girls with severe and complex learning difficulties. There are 89 pupils on roll in the age range of three to 11. Nine pupils with severe learning difficulties are autistic. Also included in this, there are 14 children at the Foundation Stage. The pupil population is ethnically diverse but most pupils are white and the next sizeable group are Pakistani. English is not the first language of 21 pupils all of whom have difficulties in speaking any language. Fifty-two pupils are eligible for free school meals. The nature of pupils’ special educational needs means they are admitted to school with very low levels of attainment. A new headteacher took up her post in April 2002. Two specialist classrooms have been established recently, one for teaching pupils with complex learning difficulties and the other for teaching those with autism.

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HOW GOOD THE SCHOOL IS

This is a satisfactory school. The quality of teaching is satisfactory. Pupils make sound progress and they have good attitudes towards school. The school has not improved sufficiently in relation to what it had to do since the last inspection. The leadership and management by the new headteacher are strong and she is ensuring the school moves forward. The value for money provided by the school is satisfactory.

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HOW GOOD THE SCHOOL IS

What the school does well • Mathematics, science, music and physical education are taught well. • There is good collaboration between teachers, classroom assistants, therapists and other support staff. • The school has planned and resourced effective provision for pupils with autism. • There are good relationships and support for pupils’ welfare which contribute to their good behaviour and positive attitudes towards school. • The provision for pupils’ moral development is good.

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HOW GOOD THE SCHOOL IS

What could be improved • The breadth and balance of the curriculum for pupils in Years 1 to 6, including meeting the statutory requirements in relation to design and technology. • The promotion of pupils’ literacy and numeracy skills across the whole curriculum. • The procedures for assessing and recording pupils’ progress in most subjects. • The monitoring and evaluation of the curriculum and the quality of teaching and learning. • The governors’ role in overseeing the work of the school, including meeting the statutory requirements in relation to the contents of the school’s prospectus, the governor’s annual report to parents and parts of the curriculum The areas for improvement will form the basis of the action plan prepared by the appropriate authority.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school was last inspected in 1998. The improvement since then is unsatisfactory. Sufficient progress has not been made on shortcomings in the school’s curriculum, its procedures for assessing and recording pupils’ achievements, their progress in design and technology, the role of the governors, the statutory requirements in relation to the prospectus, monitoring and evaluating the school’s work, all of which were identified by the last Camberwell Park School - 8 inspection. Some key issues have been dealt with satisfactorily, namely, improving learning resources, the achievement of higher attaining pupils and those with complex learning difficulties, and statutory requirements in relation to recording pupils’ attendance. An action plan for tackling all of the issues was carried out but with little effect on implementing the necessary changes. Since the last inspection, the quality of teaching and learning has

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

remained satisfactory. Pupils’ achievements in most subjects have been maintained, but there are improvements in achievement in the Nursery and Reception year and in mathematics because in both cases teaching and the curriculum are now better. There has been a good improvement in the provision for information and communication technology. However, in design and technology and history improvement overall is unsatisfactory. A new headteacher was appointed in April 2002 and, recently, a new chair of governors was elected. This has given the school strong, clear minded, leadership, which, in recognising the school’s strengths and weaknesses, is actively moving forward on addressing outstanding issues. There have been good improvements, as a consequence, to the fabric and organisation of the building and grounds; in making specialist provision for the autistic pupils and those with profound and multiple learning difficulties.

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STANDARDS

The table summarises inspectors’ judgements about how well pupils achieve in relation to their individual targets.

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STANDARDS

Progress in: by Year by Year by Year Key R 2 6

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STANDARDS

speaking and listening B C B very good A

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STANDARDS

mathematics B B B unsatisfactory D personal, social and health education B B B poor E other personal targets set at annual reviews or in IEPs* B B B

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STANDARDS

The school has very recently made an assessment of pupils’ attainment in literacy and numeracy, using nationally recognised performance criteria for pupils with severe learning difficulties (the ‘P’ levels). It is intended this assessment will act as a baseline to measure pupils’ progress over time. There is still much needed to be done to refine this assessment before the school is in a good position to use it to set performance targets for pupils.

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STANDARDS

Overall, pupils are achieving satisfactorily. There is no significant difference between boys and girls or pupils from different backgrounds or special educational needs. However, because autistic pupils are responding well to their specialist regime and expert teaching, they are achieving well in communicating and interacting socially. Children in the nursery and their reception year are being taught effectively and are progressing well in relation to the Early Learning Goals. These children are improving their physical skills, moving about more independently and using utensils more purposefully. They are enthusiastic about communicating, counting and playing together. A group of pupils in Years 1 and 2 are making unsatisfactory progress in English. Literacy is not taught well and they are not managed or organised effectively. Between Years 3 and 6, in English, literacy teaching is effective and

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STANDARDS

pupils achieve well so that by the end of Year 6, they speak, use signs and symbols Camberwell Park School - 9 effectively. Most are keen on reading and by signing and using symbols show they know about stories. Their writing is unsatisfactory because there are not enough well planned opportunities to extend their manipulation skills, use computers and write for a variety of purposes. Pupils’ literacy and especially writing is not supported enough in other lessons. Progress in mathematics is good because teachers make good use of the National Numeracy Strategy. By the end of Year 2, pupils recognise numerals and are counting and sorting objects. By the end of Year 6, lower attaining pupils continue with this, but higher attaining pupils count up to 10 and some recognise numbers up to 100. They also add and take away small sums. Pupils are achieving well in science, music and physical education where there is good teaching and curricular planning. Achievement is satisfactory in art,

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STANDARDS

geography, information and communication technology and religious education. It is unsatisfactory in design and technology, and history because these subjects are not taught well and their curricular planning and assessment are weak.

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PUPILS’ ATTITUDES AND VALUES

Attitudes to the school Pupils’ attitudes are good. They take an interest in their lessons and work hard.

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PUPILS’ ATTITUDES AND VALUES

Behaviour, in and out of classrooms Pupils behave themselves well in school and when they are away on educational visits. Some autistic pupils are the most challenging in the school but, for most of the time, they co-operate, stay calm and behave well.

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PUPILS’ ATTITUDES AND VALUES

Personal development and relationships The relationships between pupils and with staff are good. Pupils happily take on the small responsibilities they are given. They are not presented with enough well considered opportunities to take more responsibility or to show their initiative in lessons and around the school.

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PUPILS’ ATTITUDES AND VALUES

Attendance Unsatisfactory. In the last full school year, the attendance rate was below the average for similar schools. So far this year attendance is better.

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TEACHING AND LEARNING

Teaching of pupils: Nursery and Reception Years 1 and 2 Years 3 to 6

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TEACHING AND LEARNING

Quality of teaching good satisfactory satisfactory Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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TEACHING AND LEARNING

Teaching in English in Years 3 to 6 is good and in these lessons literacy is well structured. It is unsatisfactory in Years 1 and 2 where the class is often not well managed, the teacher’s expectations are too low and literacy is not taught effectively. Literacy skills are not taught in other subjects. The framework of the National Numeracy Strategy is followed successfully in mathematics, where teaching and learning are good. Numeracy is not promoted effectively in other subjects. Science and personal, social and health education are taught well. Teaching is good in the nursery and reception year, in the class for autistic pupils, in music and physical education. Camberwell Park School - 10 While teaching is satisfactory overall, it varies between very good and unsatisfactory. Where teaching is very good, teachers and classroom assistants know their pupils well, have formed positive relationships with them and meet their needs effectively. They start lessons

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TEACHING AND LEARNING

on time and in a lively way that gets pupils involved and enthusiastic. Lessons are not always clearly planned but they contain a variety of challenging activities conducted at a good pace and organised to match the range of abilities of pupils. Groups are consistently well managed. The teaching of children in the nursery and their reception year is based on a thorough assessment of their needs leading to the setting of good individual targets and well planned support for learning. The teacher and classroom assistants make an effective team in giving support and encouragement to all children. This is quickly becoming the case for autistic pupils because assessment is central to teachers’ planning and their management of pupils. The knowledge they are building of each pupil is being used very effectively in meeting all of their needs. Where teaching is less effective or unsatisfactory, lessons are not planned

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TEACHING AND LEARNING

in detail and the lack of assessment of pupils’ progress contributes to this. As a result, the purpose behind lesson activities is not based securely enough on clear and relevant learning objectives. Work in lessons does not challenge pupils nor meet their needs. The use of lesson time suffers, either because they start slowly or go on too long.

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OTHER ASPECTS OF THE SCHOOL

The quality and range of the curriculum The curriculum is unsatisfactory. It lacks breadth and balance. The provision in design and technology, information and communication technology, geography and history is unsatisfactory and the statutory requirements for design and technology are not being met. The curriculum in mathematics, science, music and physical education is good. It is good in English in Years 3 to 6.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils with English as an additional language The provision is satisfactory. The large number of pupils affected are achieving satisfactorily. They are all at an early stage of communicating, using signs or symbols rather than speech.

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OTHER ASPECTS OF THE SCHOOL

Provision for pupils’ personal, including spiritual, moral, social and cultural development Satisfactory. Opportunities for pupils’ spiritual development are not being planned. Pupils’ social development is limited but activities out of school contribute well. The positive values communicated to pupils by staff make a good contribution to pupils’ moral development. Pupils’ cultural development is satisfactory.

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OTHER ASPECTS OF THE SCHOOL

How well the school cares for its pupils The school shows a good concern for the personal well-being of its pupils. Good behaviour is promoted effectively. Procedures for assessment are unsatisfactory, so pupils’ progress is not monitored effectively.

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OTHER ASPECTS OF THE SCHOOL

The school has good links with parents but it does not keep parents well- informed about their children’s progress. Camberwell Park School - 11

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HOW WELL THE SCHOOL IS LED AND MANAGED

Leadership and management by the headteacher and other key staff Satisfactory. The new headteacher is providing strong leadership and has started effectively to resolve the school’s weaknesses. The senior management team is being enlarged but is not fully in place and this is slowing the rate at which urgent issues are being tackled.

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HOW WELL THE SCHOOL IS LED AND MANAGED

How well the appropriate authority fulfils its responsibilities Unsatisfactory. The governors have not succeeded in becoming fully involved in the work of the school. They have not kept an effective check on the school’s progress on the key issues from the last inspection and some of their statutory requirements are not being met.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The school’s evaluation of its performance Unsatisfactory. The monitoring and evaluation of the work of the school is not extensive or rigorous enough.

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HOW WELL THE SCHOOL IS LED AND MANAGED

The strategic use of resources The school is managing its budget and planning spending satisfactorily. It takes reasonable steps to ensure it derives best value from spending. The school has made good use of grants to establish specialist provision for autistic pupils.

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HOW WELL THE SCHOOL IS LED AND MANAGED

There is a good number of staff and they work effectively as a team. The accommodation and learning resources are satisfactory.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

What pleases parents most What parents would like to see improved

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

• Their children like the school. • The exceptional support given to their children by all of the staff. • They believe the school is approachable and sensitive to their concerns. • The impact of the new headteacher on improving the school. • The level and quality of supervision for their children at the swimming pool and in the hall at lunchtimes. • The provision of regular work for their children to do at home. • The variety of activities for their children at lunchtimes.

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PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL

Inspectors agree with parents that the items that please them most are all positive features of the school. The observations by inspectors of swimming lessons indicated that in these instances pupils were adequately supervised. However, in relation to lunchtime supervision inspectors agree that the school should ensure there is an adequate level of expert oversight. There is agreement that more activities should be made available at lunchtimes and inspectors also agree that more should be done to support parents who want to spend time at home reinforcing what their children are learning at school. Camberwell Park School - 12

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The school’s results and pupils’ achievements

1. Overall, the rate at which pupils make progress has stayed the same since the last inspection. There is little variation between then and now in how well pupils achieve in subjects or at the different stages of their education. However, the progress of children in their Nursery and Reception years has improved. Teaching and learning in mathematics is better and this has brought improvement to how well pupils achieve in the subject. The strengths of pupils’ progress in science, music and physical education are still to be found and there has been a little forward movement in pupils’ progress in information and communication technology. The good progress, reported at the time of the last inspection, of pupils with profound and multiple learning difficulties, when taught in their specialist base, is less evident now, although their progress is satisfactory. This is because provision for them has only recently been re-organised to a completely specialist approach, including the

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The school’s results and pupils’ achievements

appointment of an experienced teacher, and this is at the development stage, so the full benefit of the initiative is yet to be realised. Pupils’ progress in design and technology was unsatisfactory at the time of the last inspection and this remains the case because it is not timetabled properly and is managed ineffectively.

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The school’s results and pupils’ achievements

2. The school is not yet setting whole school targets to raise pupils’ attainments. It has just recently begun to assess each pupil’s attainments using nationally recognised performance criteria (‘P’ levels) for pupils’ with severe learning difficulties. There is no significant difference in how most groups of pupils are achieving. Pupils from minority ethnic groups, those who are refugees or from traveller families make satisfactory progress overall. Pupils whose home language is not English are not unduly hampered by this because their level of communication is at the very early stage of most pupils. Pupils with profound and multiple learning difficulties make satisfactory progress overall. Pupils with autism make good and rapid progress in learning to communicate, co-operate and understand daily routines. This is the result of the early success of the new provision in the school for these pupils,

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The school’s results and pupils’ achievements

particularly the impact of the training undertaken by the staff responsible for autistic pupils.

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The school’s results and pupils’ achievements

3. Children in the nursery and in their reception year benefit from consistently good teaching and effective teamwork between the teacher and classroom assistants. A thorough initial assessment leads to the identification and a sharp focus on relevant targets for each child and they make good progress towards these. In their personal and physical development, children interact well with others and increase the independence with which they eat their food, dress themselves or go to the toilet. They take their turn and share in activities as well as accepting small responsibilities that help with classroom routines. Children kick their legs and stretch in the hydrotherapy pool. Higher attaining children keep their balance while jumping or moving over uneven surfaces. They manipulate objects and tools like sponges, rollers and paint brushes. Children are keen to communicate and are quickly picking up a variety of skills with which to do so. Those who are not able to speak

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The school’s results and pupils’ achievements

indicate with their eyes or a facial expression that they recognise their names. Others greet each others saying words, using signs or by pressing a switch to operate a recorded message. Children get involved in and enjoy listening to stories. They hold a pencil and make marks on paper as the first step towards writing. Children develop an awareness and knowledge of number well. Using cups in water play, they experience ‘full’ and ‘empty’ . Higher attaining children match pictures with objects and exchange one penny for one cake. Some count from one to five. Children with profound and multiple learning difficulties indicate with their eyes their awareness that objects are the same colour and belong together. Camberwell Park School - 13 4. There is variation in how well pupils achieve in English. They do not make sufficient progress by the end of Year 2 because the expectations made of them are too low and their

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The school’s results and pupils’ achievements

lessons are not effectively organised and managed. Pupils are not taught nor have enough practice in signing and using symbols. Higher attaining pupils recognise the letters making up their names and two letter words such as ‘he’ and ‘go’ . Most are at an early stage of writing letters shapes. Beyond Year 2, pupils’ literacy is developed well in English. For example, there are frequent lively exchanges in the course of lessons that encourage pupils to speak or use signs. Autistic pupils use symbol schedules to regulate their day’s work and to communicate. This is contributing to them being better settled and learning more. By the end of Year 6, pupils listen to each other and contribute news, for instance, about a birthday party or their weekend. Most pupils are familiar with books and stories. They are enthusiastic about reading, recognising, matching or reading the words of a story. Their

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The school’s results and pupils’ achievements

reading skills include signing and using pictures or objects to show how they understand the story. Higher attaining pupils read well, using skill in decoding longer or more difficult words by combining the sounds of their letters. They read a sentence from a card and find the same sentence located in their story. Most pupils have refined their mark-making skills and exercise control over a pencil or crayon. Some form letter shapes either by tracing over the letter shape or freely copying a letter’s outline. However, the resources there are for combined electronic symbol and word processing are not exploited well and this lessens the scope pupils have for further writing experiences. Pupils’ literacy skills in general, but particularly writing, are not being promoted in other subjects, which provide them with fewer opportunities to consolidate and build on their achievements in English.

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The school’s results and pupils’ achievements

5. In mathematics, by the end of Year 2, most pupils are increasingly familiar with low numbers and their numerals, for example, they know the link between number four and four objects. Higher attaining pupils are counting to 10 and will reliably count out the objects in a group to six. Most pupils sort objects into groups of similar size or colour. By the end of Year 6, some of the pupils with profound and multiple learning difficulties fix their eyes on objects, reach for them and choose one. Higher attaining pupils, including autistic pupils recognise some features of shapes such as points in a triangle, roundness and solidity. They count up to 10 and recognise numerals up to 100. These pupils sort objects using more sophisticated categories such as similar shapes or materials. They add up numbers using values up to 12 and some are starting to write recognisable numerals. Pupils are not practising their number

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The school’s results and pupils’ achievements

skills in most other lessons and therefore miss important opportunities to achieve more.

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The school’s results and pupils’ achievements

6. By the end of Year 2, in science, pupils have explored how sounds are made and what makes them travel. They have investigated different seeds and what they require in order to germinate into plants. By the end of Year 6, pupils discover by experimenting that some substances, like sugar, dissolve and are absorbed in water. While an experiment to test that hot air rises was less successful, pupils gained a partial understanding that hot air had the effect of lifting their model hot air balloons. Pupils with profound and multiple learning difficulties encountered different textures and some, who had been resistant to the unfamiliar feel of new materials, made progress by being more accepting of these encounters.

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The school’s results and pupils’ achievements

7. Pupils achieve well in music and occasionally better than this because what there is to learn has breadth, challenges and is well planned. Pupils sing and play musical instruments, keeping time and producing rhythms. They discover the expressive qualities generated by the different instruments, for example, for making sounds like rain or thunder. Pupils compose their own music and in listening to the work of composers pick out the sounds of violins or the cello. Their progress in physical education is good. They are taught well and get three lessons each week, which allows for a breadth of learning. Pupils with profound and multiple learning difficulties accept being handled and moved and they engage in reaching for, pulling and pushing a ball or hoop. They tolerate the water and splashes in the hydrotherapy pool while kicking with their legs. Higher attaining pupils float and swim, some Camberwell Park School - 14

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The school’s results and pupils’ achievements

up to or over fifty metres. Most perform a wide range of physical skills in gymnastics and dance such as running, jumping and balancing. Autistic pupils are not yet ready to respond positively to a planned programme of physical education but they do well to manage a planned walk each day and are increasingly confident about going into water.

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The school’s results and pupils’ achievements

8. Pupils make satisfactory progress in geography and religious education. The pupils’ achievement in art is satisfactory. However it could be better if what was planned for them to learn in each lesson had a much clearer purpose and was based upon an assessment of what pupils had already learnt. This would create more challenge for them and give a broader range of activities. In information and communication technology, most pupils’ progress is satisfactory but it is restricted by limited use in lessons generally. Some pupils with profound and multiple learning difficulties use electronic switches well to communicate and interact in the light and sensory rooms. For example, they know to operate a switch to choose and activate a favourite piece of equipment.

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The school’s results and pupils’ achievements

9. Lesson activities are not being planned effectively in design and technology. Learning opportunities are being missed either because the design and technology work provided lacks enough challenges or it is not being supplied on the timetables of some class groups. In history, the curricular plan is not developed sufficiently with the result that the work pupils do adds up to fragmentary experiences around the Greeks, Egyptians or Victorians not tied to any sense of time and not based enough upon experiencing and understanding the passage of events within their own time scale.

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Pupils’ attitudes, values and personal development

10. Pupils enjoy coming to school. Their attitude to learning is good and this is unchanged since the last inspection. Pupils try hard in most of their lessons, especially when teaching is challenging. Pupils thoroughly enjoyed and concentrated well for long periods during some very well taught swimming and music lessons.

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Pupils’ attitudes, values and personal development

11. Pupils behave well in lessons and around school. They have a good understanding of right from wrong and respond appropriately to most situations. When pupils go on visits or trips to places outside school their behaviour is always exemplary. For example, when travelling on transport to and from swimming and throughout the lesson, pupils behaved very well. This included autistic pupils, some of who have very challenging behaviour as a consequence of their autism. Pupils’ behaviour at breaks and lunchtimes or when moving around the school is very good.

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Pupils’ attitudes, values and personal development

12. Pupils’ personal and social development is satisfactory overall and unchanged since the last inspection. Pupils have good relationships with staff and most act in a welcoming and polite manner. Children in the nursery and reception year accept small responsibilities and increase their independence. For example, they share snacks at break time and do the washing up and wiping tables after break without waiting to be asked. Autistic pupils have individual personal and social development plans and these are working well. Pupils generally have some opportunities to be more independent, for example, dressing and undressing at the swimming pool, or taking attendance registers back to the office. However, there are not sufficiently high expectations being made of pupils to do more.

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Pupils’ attitudes, values and personal development

13. The level of pupils’ attendance has not improved since the last inspection and remains unsatisfactory compared to the national average for similar types of schools. However, attendance rates for the current school year to date are very good and if maintained will result in attendance levels amongst the best in the country. Family holidays taken in term time are one cause of absence and there are a few persistent attendance problems which the education welfare officer is dealing with. Camberwell Park School - 15

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

14. The quality of teaching and learning has not changed overall since the last inspection when it was judged to be satisfactory. In relation to each subject of the curriculum, teaching and learning is good for children in their nursery and reception years, mathematics, science, music and physical education. It is satisfactory in English, art and information and communication technology. No overall judgements are made in relation to teaching and learning in design and technology, geography, history and religious education because too few lessons could be observed. On the evidence available in history from records in pupils’ and teachers’ files, learning is not made sufficiently relevant to pupils experiences of time passing and changes over time.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

15. Generally, teachers and their classroom support assistants know their pupils and meet their needs satisfactorily. This is a stronger feature in the nursery and reception year where teaching is focused well on each of the children’s needs. The teacher makes good use of the initial assessments of each child to set clear and relevant targets for them. A close track is kept of what children are achieving in their activities and this is recorded, which ensures their targets are pursued effectively. The needs of pupils with autism are being met with increasingly good effect as a result of a new separate classroom having been established for them. Their teachers and classroom support assistants have been trained in well-tried teaching approaches. They are planning programmes carefully for each pupil based on a thorough assessment of their needs and developing specialised learning resources. All of this is being put into practice very successfully and pupils are learning rapidly to

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

understand their daily routines, the expectations about work and carrying out tasks independently. They have become more settled and are gradually building up the positive behaviours that are turning them into more effective learners. A similar strategy has been initiated for pupils with profound and multiple learning difficulties, which is allowing the school to focus its expertise better with these pupils. As a result of the high number of adults in the classroom, pupils get a lot of attention and encouragement. The teacher and classroom assistants know the pupils well and are effective in eliciting their responses and keeping them involved in learning for lengthy periods during lessons. One pupil, who disliked any physical contact, has, for example, learned to accept this and now participates in and enjoys lesson activities.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. There is good teamwork between teachers and classroom assistants and this ensures all pupils receive the support and encouragement they need to learn. In the best lessons teachers and classroom assistants make considerable efforts to ensure pupils enjoy their work and they have high expectations for pupils to try hard. This is marked for children in the nursery and reception years where a good deal of talking with them is a priority that helps develop their communication skills. Adults watch for children making particularly good efforts or breaking new ground, as when one child put two words together for the first time, which is immediately recognised and warmly celebrated. In mathematics lessons, teachers and classroom assistants often generate lively conversations with pupils, which enthuses them to tackle their work with energy and sustained concentration. The good use of questioning by teachers also captures pupils’ interest and helps them think for themselves.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

In a science lesson the teacher used questions effectively to support pupils finding out for themselves what made light bulbs turn on and off in an electric circuit.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. The teaching of literacy skills is approached well in English lessons for pupils in Years 3 to 6. Lively communication is encouraged which includes effective use of signing and symbols. Higher attaining pupils have learned how to join up the sounds of letters to read new and difficult words. However, when it comes to writing, the use of symbols and, in particular, computer applications using symbols are not promoted enough and pupils are Camberwell Park School - 16 limited in how much they learn about writing. While speaking and listening is often a strong feature of lessons, the full range of literacy skills is not taught successfully in other subjects. In science, for example, there are no opportunities for pupils to record the findings from their investigations and experiments. Numeracy skills are taught well in most mathematics lessons and this is approached with the use of the National Numeracy Strategy. However,

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

pupils’ numeracy skills are not developed through most other subjects.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. There are a variety of reasons why some teaching or aspects of lessons are not as effective as in most lessons. It involves a lack of skill in planning lessons and assessing how well pupils are learning. It also relates to badly organised work and pupils not being managed well. This affects pupils in the Year 1 and 2 class the most. This challenging group is not always managed effectively so there are instances when some pupils are restless and not involved constructively. However, in the parts of lessons that are planned well, as in the case of a mathematics lesson, activities get off to a good start. The opening activity, involving questions and songs on number, was greeted with enthusiasm but the following work was less well planned and pupils lost interest and became unsettled. In several lessons for this group, planning was minimal and this resulted in pupils’ activities not being well organised. In

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

an English lesson, for example, the teacher introduced and demonstrated new signs for the group but did not check that pupils had learnt this. When it came to them practising writing skills the approach and resources were very basic. The individual writing tasks needed more variety and challenge in different activities to develop writing, particularly greater use of computers. With this group and some others, planning is unclear and the purpose of activities is not thought out in enough detail. Teachers are not clear about what pupils should learn and the purpose of the activity is not demonstrated or pursued through their teaching. In particular, there is limited close assessment of whether pupils have learnt. In history, for example, what pupils are learning is not assessed and this leaves teachers without a sound foundation for planning future lessons to build upon what pupils already know, understand

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PUPILS OR STUDENTS?

19. Overall, the curriculum is unsatisfactory because it lacks sufficient breadth and balance. The curriculum was unsatisfactory at the time of the last inspection when it was at an early stage of development and at that time lacked balance. It has not improved sufficiently since then, although in response to the key issue for action stated in the last inspection report, subject co-ordinators have written the plans for what should be taught in each subject. These plans meet the statutory requirements in all subjects except design and technology. However, many of these plans are not followed effectively because subject co- ordinators, whose plans they are, have not been able to monitor and give a lead on their use by teachers. Where leadership is stronger, for example, in mathematics, music and physical education, co-ordinators have succeeded in seeing their planning is implemented and that teachers are confident in teaching their subjects.

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20. The curriculum provided in design and technology, history and information and communication technology is unsatisfactory. The plans for what should be taught in design and technology are not developed sufficiently and the subject lacks effective co-ordination across the school. The work pupils are given to do in history is not made relevant to their own experiences of the passage of time and changes happening in the course of time. Information and communication technology is unsatisfactory because it is not used as much as it should be across the subjects taught in the school.

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PUPILS OR STUDENTS?

21. Provision in the nursery and reception year is satisfactory, but planning is over- complicated and the links between the Early Learning Goals of the Foundation Curriculum Camberwell Park School - 17 are not being developed sufficiently in lessons. The breadth and balance of the curriculum is good in mathematics, physical education, music and science. The English curriculum is satisfactory overall as is the approach to literacy in most English lessons. The implementation of a literacy strategy is good in Years 3 to 6 but this is unsatisfactory in Year 1 and 2. Beyond English lessons, the promotion of literacy, especially writing, across the curriculum is unsatisfactory. Though some very good examples of the use of signing were observed, particularly in Year 6, the lack of a whole school policy has resulted in the inconsistent use of signing. Symbols are used in timetables, but apart from in the group for

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autistic pupils, they are not used well to promote reading and writing. The curriculum in art and design, geography and religious education is satisfactory.

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PUPILS OR STUDENTS?

22. Curriculum time is lost in some classes at the beginning of morning and afternoon sessions, when too much time is spent settling pupils before lessons begin. By contrast, in one of the Year 3 classes, pupils ‘sign in’ and begin work immediately on a range of activities, while waiting for others to arrive. This routine also provides pupils with good opportunities to make choices and work independently.

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23. The class group for autistic pupils is very new but a good start has been made. The curriculum is appropriate and effective in meeting the special educational needs of these pupils. Staff training has succeeded in providing key skills and a good understanding of a well tried and developed approach to working with autistic pupils. Symbols are being used very effectively for communication and establishing regular routines for the group.

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PUPILS OR STUDENTS?

24. While around a quarter of the pupils come from homes where English is not spoken, this fact is not a major block to their progress. The main difficulty for these pupils, as it is for most pupils in the school, is in communicating and, if possible, using language. The provision for these pupils is satisfactory. New pupils, who come from homes where English is not spoken, are assessed by specialists from the local education authority. There is a translation service available and interpreters are also provided for meetings where necessary. However, none of the staff in school have the expertise or training in speak any of the languages common among these children’s families. The school has plans for school notices to be published in different languages and to ensure all of the cultural and religious differences represented by its population of pupils are addressed.

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PUPILS OR STUDENTS?

25. Pupils travel to school by special transport and this limits the opportunities for activities outside lesson time. However, apart from a club for cubs once a week, lunchtime is now not used for additional activities, which is unsatisfactory. A wider choice of activities had, in the past, been organised and this was appreciated by parents. In terms of other additional activities outside lesson time, there is a holiday for older pupils each year. There is a good programme of visits to places of interest, such as museums, parks, the sea-side and places of worship. Visits to school by the ‘Live Music Now’ group, a local school band, and the local education authority’s music service allow pupils to hear live music performed. There are celebrations at various points in the year, for example, a Jubilee party, a harvest service and a Commonwealth Games afternoon. Visitors to the school also include ministers of religion,

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PUPILS OR STUDENTS?

26. Satisfactory links are made with other schools through music and a few Year 1 pupils visit the nursery in a local primary school. A local business has an interest in the school and has made donations to the school fund. Pupils have also been involved in the local community’s ‘Blackley in Bloom’ event.

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PUPILS OR STUDENTS?

27. At the time of the last inspection spiritual, moral, social and cultural development was judged to be good. With the exception of moral education, the school has not maintained the Camberwell Park School - 18 good standard of this provision, which is now satisfactory. The school does not have a policy or a planned method of monitoring the quality of spiritual, moral, social and cultural provision.

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28. The promotion of pupils’ spiritual development is satisfactory. Some teachers make opportunities in lessons that encourage wonder and delight in pupils. For instance, in music, the Year 6 group held their breath as one of their number, who finds it difficult to vocalise, used the microphone. When the sound was made the whole class gasped and were very pleased with the success of their classmate. Opportunities for further spiritual development occur in religious education when pupils have the chance to handle religious artefacts. Pupils in Year 1 and 2 and those in Years 3 to 6, each have a weekly assembly and all class groups have opportunities for daily acts of worship. Pupils are responsive to the lighting of candles and follow the adult lead to join their hands for the prayer. However, these opportunities are variable in quality and are in some instances, perfunctory. The opportunities to be found

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across the curriculum for pupils to develop spiritually are too few. The school has developed a good quality document to support the collective act of worship but teachers are not consistent in how they use this material.

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PUPILS OR STUDENTS?

29. The opportunities for pupils’ moral development are good. Pupils are given responsibilities for taking the register and, in some classes, being the ‘daily helper’. Teachers and assistants know the pupils well and form good relationships with them. They are good role models for the pupils in how to conduct themselves and behave appropriately, encouraging courtesy and consideration for others. Teachers and support staff work hard to instil values of what is right and wrong within the context of the school, and consistently praise good behaviour. Circle time is often used effectively not just to share work but to review behaviour during the lesson, allowing pupils to reflect on their own behaviour. A regular feature of school life is the weekly meeting of Camberwell Cubs. Around a dozen boys and girls belong and conform to Cub Scout expectations of behaviour in their games and customs. They learn to keep to the rules of a game, to lose with grace and participate in

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activities as part of a group. During the inspection the cub members thoroughly enjoyed their rehearsal for the local Gang Show to be performed with other local cubs.

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PUPILS OR STUDENTS?

30. The opportunities for pupils’ social development are satisfactory. In lessons opportunities are given for pupils to work collaboratively but this is limited. The school organises a residential holiday for Year 5 and 6 to visit Ghyll Head Outdoor Pursuits Centre. This involves rock climbing, walking and socialising with pupils from other schools who are visiting at the same time. Pupils are involved in raising funds on Red Nose Day and after the Harvest Festival food is taken to local elderly people. The school also involved itself in the recent Blackley in Bloom initiative when pupils maintained the flower tubs in the school grounds.

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31. The opportunities for pupils’ cultural development are satisfactory. Through geography pupils become aware of other countries, for example the difference in climate between Africa and England. This understanding is consolidated when on Commonwealth Day each class chose a country to represent in the school games. In Religious Education lessons they learn there are different faiths, this understanding is reinforced by visits including a church, mosque and temple. Recent jubilee celebrations included a street party in the main school corridor with the local high school band performing music from the 1950’s. The music and art curriculum give an insight into the work of artists from other countries and the local music service has arranged regular workshops with a Samba band. Pupils’ extend their knowledge of the community and benefit from the arrangements made for The Fire Service, a dental nurse and community policeman to visit and talk with the pupils about health and safety

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

Camberwell Park School - 19 32. There is a high priority on ensuring the well-being of pupils, which is good to the extent of all staff relating positively to pupils and making them feel secure. However, the school’s procedures for monitoring and supporting pupils’ personal development are unsatisfactory and in this respect the school is not carrying through its commitment to its pupils systematically. There is insufficient detailed information in use on pupils concerning their special educational and other needs. As a result, individual targets are not effective and each pupil’s individual education plan is updated too infrequently to keep an accurate check on their progress or changing needs.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

33. Staff have good relationships with pupils and respond effectively to their personal and care needs. There is very good support for pupils from health service personnel. Visual, hearing and speech impairment problems are regularly followed up and the school has tackled the issue of a shortage of professional speech and language therapy support by ensuring school staff augment pupils’ language programmes. The nurse and physiotherapists work very closely with the school and the school benefits from having access to the facilities of the adjoining health clinic. There are two well qualified staff to support pupils with profound and multiple learning difficulties in terms of specialised feeding and medical requirements. This ensures these pupils are able to sustain a high level of attendance. Child Protection procedures are very secure. There is also very good provision for looked after children who all have personal education plans in addition to their individual

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

education plans. Health and safety procedures are satisfactory. There are appropriate procedures in place in relation to fire safety and electrical appliances are tested in accordance with requirements. There are thorough risk assessments done when manual handling and lifting of pupils is required. However, what is written in school policies does not reflect the good practice going on. The staff handbook does not give sufficient guidance on the full range of health, safety and welfare matters although this is currently being updated. Lunch time organisers do not possess the knowledge and expertise to provide an adequate level of supervision to pupils during the lunch-time session when more qualified and experienced staff are taking their break.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

34. The procedures for promoting discipline and behaviour are good and this represents good improvement since the last inspection. The formation of a class group specifically for autistic pupils, where much of the challenging behaviour is located, has had an immediate effect of bringing greater calm to the school and to these pupils. The expertise in managing autistic pupils has increased as a result of specialist training and putting this into effect has worked to settle them. Pupils with challenging behaviours have individual behaviour plans and these are followed consistently by staff. The senior teacher, who has responsibility for the school’s behaviour management policy, is developing consistency of practice through regular meetings with representatives from the teams of staff in each class.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

35. Procedures for monitoring and improving pupils’ attendance are now better than they were at the time of the last inspection and they are now satisfactory. The school follows up unexplained absences on the first day any pupil fails to attend and the educational welfare officer visits the school on a regular basis and is advised of any concerns teachers may have with regard to pupils’ attendance. The school has recently introduced a computerised attendance recording and monitoring system but has yet to get fully to grips with how it works and, as a consequence, is not fully analysing patterns of absence. At times, the marking of pupils’ attendance or absence in class registers is not always carried out in the prescribed way by some teachers.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

36. Assessment was unsatisfactory at the time of the last inspection and with the exception of the development of a policy, little has been done and assessment procedures remain unsatisfactory. The use of assessment information by teachers to help plan lessons Camberwell Park School - 20 is poor. However, there are sound procedures for assessing children in the nursery and reception and the information is used well in the next stage of planning and teaching. Procedures for assessing the progress of pupils’ with the most complex learning needs are under development but, as yet do not have an impact on setting targets. Day-to-day assessment is not a routine feature of lessons and, more often than not, pupils’ achievements are not recorded.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

37. The procedures for assessing pupils’ progress in English, mathematics, information and communication technology and personal development are in place but they are not followed consistently by teachers, therefore they are not effective in allowing them to make accurate judgements about pupils’ achievements. Currently, there are no clear assessment systems for most of the foundation subjects of the National Curriculum or the core subject of science and this means that teachers do not have a reliable way of checking what pupils do or do not know in these subjects. Special performance criteria, which are available to judge the achievements of pupils with severe learning difficulties, have been used to assess pupils’ levels of attainment. So far, this information has not been put to use and therefore it has not been effective in helping teachers set appropriate targets for pupils or influencing the next

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

38. Overall, the school’s partnership with parents is good. The school has made a strong effort to continue to develop its links with parents. Parents view the school positively and generally consider the school works closely with them. They are comfortable with approaching the school with any questions or problems they may have. The school understands and values their contribution and is aware of the difficulties some have in participating more because of the distance they live from the school. All parents are encouraged to contact or come into school whenever they have any concerns about their child. Some parents, as well as other adults, help with groups going out to the swimming pool or on school visits. The school makes every effort to make home visits to parents of children new to the school to advise them of school procedures and welcome them. Some parents have expressed interest in supporting their children’s learning at home and this issue is

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

prioritised on the current school improvement plan. The school is investigating the level and nature of the need to have school documents translated into the different languages spoken at home by parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

39. Parents’ involvement in the work of the school is satisfactory. Their attendance at the Annual Reviews of their children’s Statement of Special Educational Needs has increased. The information supplied by the school for parents about their children’s progress is unsatisfactory. Parents receive from the school each term a copy of their children’s individual education plan. However, the individual education plan and the written reports on each pupil’s progress prepared for the annual review contain too little information on what pupils have learnt or is targeted for them to learn in the coming months. This is a result of assessment procedures and the use of assessment information not being effective. Consequently, the targets written in individual education plans are not sufficiently focused on what a pupil should learn. In subjects other than English and mathematics, what is written in pupils’ plans is

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general class objectives and descriptions of activities rather than individual learning targets.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

40. The school does give parents up-to-date curriculum information in advance of pupils beginning topics. A system has just been introduced whereby each teacher writes a daily class letter for parents describing lesson activities for that day. However, this information is not individualised as it is in the home/school diary. Other information provided to parents about the school is of a variable standard. There are regular letters and newsletters home to keep parents informed about important dates in the school calendar and events pupils have, Camberwell Park School - 21 or are expected to, take part in. However, important documents such as the school prospectus and annual governors’ report to parents, despite containing much useful information, are not easily readable as well as not conforming to statutory requirements in certain areas.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

41. The new headteacher is a strong, clear minded leader with the experience and confidence to increase the effectiveness of the school. However, this is hindered because the school as a whole is not yet in a sufficiently strong position to manage, with urgency, the improvements needed. Change will take time and needs more resources. The headteacher took control of leading and managing the school in April 2002, aware there was a challenge in this and quickly came to the view that the school had not succeeded sufficiently in the past on moving itself forward as an effective organisation. There has only been the time for the headteacher to make an initial assessment of this situation, decide a strategy and begin the work of addressing the school’s most urgent priorities. The school has still outstanding issues that were identified in the last inspection and which should have been addressed. These concern the curriculum, the assessment of pupils’ progress, their progress in design

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HOW WELL IS THE SCHOOL LED AND MANAGED?

and technology and the role of the governors, all of which remain unsatisfactory. The improvement since the last inspection is unsatisfactory. The impression of progress on resolving the key issues as set out in the evaluations of the school’s action plan is in stark contrast with reality. This suggests that previous leadership failed to consolidate at ground level the necessary changes in the school’s educational provision.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

42. The current headteacher is succeeding in preparing the ground on which the school can move forward effectively. Much has been achieved in pulling the school together in terms of its physical state and organisation as well as lifting morale and the school’s expectations of the staff. The headteacher has made an honest appraisal of the school’s strengths and weaknesses and has reported on this to the governors. She has also been building positive relationships with parents and staff, for example, interviewing staff individually, spending time in classrooms and attending many Annual Reviews in order to meet parents. By way of beginning to move forward, staff are participating in reviewing the school’s aims. They have formed working groups which are examining several aspects of the school’s work. These are the first steps in developing a much more corporate culture of deciding on change and bringing it into reality. The headteacher presented her vision for the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

school’s future to the staff in a training day which set the ball rolling for them to begin self- evaluation exercises and identify their priorities for development that will go towards the school improvement plan. The headteacher has also expedited action on the provision for autistic pupils and those with profound and multiple learning difficulties by establishing discrete classrooms for each, employing an experienced teacher for profound and multiple learning difficulties and training two teachers in the skills of educating autistic pupils.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

43. A broader structure of senior management is being developed, the main feature of which is the creation of three assistant headteachers. The plan for the delegation of senior management responsibilities gives sufficient clarity and focus, ensuring there is direct accountability for each key area of the school’s work. However, there are only two of the assistant headteachers in post and it is the aim to seek to fill the third post during the summer term of 2003. This post carries the responsibility for the crucial areas of curriculum and assessment. The existing assistant headteachers and the senior teacher are all effective in the discharge of their responsibilities. Although the headteacher sees curriculum and assessment being tackled through working groups, staff are already immersed in other working groups. In addition, while both priorities are listed in the school improvement plan there is no detailed action plan as yet from which working groups can take a lead.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Camberwell Park School - 22 44. While there is much regular contact with teachers in their classrooms by the headteacher and other senior staff, this is not in the form of systematic monitoring of their teaching. There is also a mixed picture, but a generally unsatisfactory one, in relation to the co-ordination of the subjects of the curriculum. Co-ordinators express enthusiasm and are keen to manage and develop their subjects effectively. Where this is being done well, as in the Foundation Stage, mathematics, music and physical education, it is linked to co- ordinator’s subject expertise and sometimes to the fact they are the main teacher across the school. The co-ordinators who have in the past been able see others teach their subject or have examined other teacher’s planning have done so largely without a clear purpose. For example, almost universally, what pupils have learnt of their subjects has not been assessed

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HOW WELL IS THE SCHOOL LED AND MANAGED?

and without this information teachers are in a weak position to plan the curriculum effectively. While the time has now been made for all co-ordinators to manage their subjects, there are no guidelines for them on how to do this effectively.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

45. Since the last inspection, the governors have not addressed fully the key issue of increasing the effectiveness of their involvement with the school. While they using the appropriate procedures for conducting their work, they are not applying the rigour needed to ensure that all statutory requirements are met, for example, in relation to the National Curriculum, the school’s prospectus and the governor’s annual report to parents. It is only recently that their knowledge of the school has started to give them a proper insight into its strengths and weaknesses.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

46. The headteacher had the advantage of taking up her appointment at the beginning of a financial year and one in which the budget already contained a surplus of unspent funds carried over from previous years. This allowed much needed scope to begin a process of change. A quickly formulated one year school improvement plan contains the immediate major whole-school priorities to be tackled and this is informing soundly how the budget is to be spent. Part of why subject co-ordination is not effective is that often co-ordinators are not spending the money made available to them. Neither are they making development plans for their subjects that would highlight the priorities for spending. The headteacher has been able to take action on improving the look of a school that is described as having been run down and untidy. The investment in refurbishments and re-organisation has had a positive effect

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HOW WELL IS THE SCHOOL LED AND MANAGED?

both in the running of the school and in the morale of the school’s community. Parents were quick to appreciate the improvements and these encouraged them to believe that changes for the better were now happening which spelt better things for their children. Somewhat more strategically, the appointment of an assistant head teacher to be in charge of teaching pupils with profound and multiple learning difficulties took the first step in addressing an outstanding issue regarding the provision for these pupils. Equally, some of the extra money the school received as grants, turned out to be very well used for training two teachers in the techniques for educating the school’s group of autistic pupils. The school is now in possession of essential expertise in meeting the needs of its pupils that it did not, until recently, have. The beneficial effects are most apparent in the new provision for the autistic

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pupils. A curriculum which meets their needs effectively and good procedures for assessing these pupils are now emerging. As a result, the demeanour of the autistic pupils is much calmer and purposeful. In terms of getting the best from spending the budget, the four principles of ‘best value’ are applied satisfactorily. The costs of major projects are carefully scrutinised and prices are challenged. There has been a shake up in the quality of work agreed in service contracts. However, the school is not far down the road of measuring and analysing pupils’ performance; assessment remains an underdeveloped aspect of the school’s provision. This hampers them in comparing outcomes in terms of pupils’ achievements with the financial decisions made.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

47. It is a well-staffed school, in particular, with a good number of well trained and experienced classroom assistants who work very effectively with teachers and who, Camberwell Park School - 23 individually, have much to offer in support of pupils learning and well-being. There is good collaboration between teachers and therapists in providing appropriate programmes for pupils. The positive effects of training are apparent in the teaching of numeracy and pupils with autism. The training in the use of information and communication technology is improving its use by staff throughout the school. The school has adequate accommodation which provides a number of good discrete play and recreational areas outside for different groups of pupils. Learning resources have improved satisfactorily since the last inspection and are now sufficient overall. The resources in information and communication technology,

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HOW WELL IS THE SCHOOL LED AND MANAGED?

music and physical education are good. While they are inadequate in geography and history, like music, there is a lively programme of visitors and visits that contributes to enriching the curriculum in these subjects. Children in the nursery and reception year have enough play equipment but it is generally too old and worn. As a subject, design and technology has not been developed sufficiently since the last inspection and resources remain inadequate. Camberwell Park School - 24

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