Mandeville School

101968 Unique Reference Number Ealing LEA LEA 276624 Inspection number 2 May 2006 to 3 May 2006 Inspection dates Kay Charlton AI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Eastcote Lane School address Primary Type of school Northolt Community School category UB5 4HW 4 to 11 Age range of pupils 02088644921 Telephone number Mixed Gender of pupils 02084231096 Fax number 74 Number on roll Mr Bassam Mahsouz Chair of governors The governing body Appropriate authority Mrs Christine Marks Headteacher 16 June 2000 Date of previous inspection

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Inspection number Inspection dates Age group 276624 2 May 2006 - 4 to 11 3 May 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by one Additional Inspector.

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Description of the school

All pupils have statements of special educational need linked to severe and profound learning difficulties or autistic spectrum disorder. The complexity of pupils' needs on intake is increasing from year to year. Pupils come from a wide range of social and ethnic backgrounds. Thirty-four speak English as an additional language. Eleven are from the families of asylum seekers and three are looked-after children. The school has the Investors in People Award and is in the process of attaining the Healthy Schools Award. It is moving to new accommodation in Autumn 2007.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Mandeville School, 2 May 2006 to 3 May 2006

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Grade: 2

Parents overwhelmingly hold Mandeville school in high regard and rightly so. They make comments such as 'This school respects each child as an individual' and 'It consistently helps them improve towards their targets'. The inspection confirms both the parents' and the school's view that it is a good school. Staff invariably expect the most of each pupil, and overall teaching and learning are good. In turn, pupils give of their best and, irrespective of background and ability, achieve well. Children in the Foundation Stage make good progress and achieve well. Pupils of all ages show very positive attitudes to school and virtually all attain or exceed their individual targets. They achieve particularly well in their personal development. The quality of care, guidance and support is of a high quality. Staff establish excellent relationships with pupils and in a calm and purposeful climate provide exemplary care.

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Grade: 2

Excellent links with outside agencies also provide very good support for pupils' needs. The strong leadership of the headteacher and senior team inspires staff to develop as professionals and has ensured good improvement since the last inspection. The school knows its strengths and areas for improvement well. It has rightly identified the need to ensure that, at all times, staff fully extend the learning of the small but growing number pupils with very complex needs, particularly those with the most extreme challenging behaviour. Also it has recognised the importance of making more use of quantitative data to monitor its effectiveness. A good start has already been made in addressing these issues. The school has good capacity for further improvement particularly in the light of the planned move to new purpose-built accommodation. The school provides good value for money.

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What the school should do to improve further

• Ensure that staff fully extend the learning of pupils with the most extreme challenging behaviour. • Make more use of quantitative data to monitor the school's effectiveness.

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Grade: 2

Throughout the school pupils achieve well. Staff set challenging targets for each pupil that are well matched to their needs and, as a result, pupils usually meet or exceed these. From the start, in the Foundation Stage, a good emphasis is placed on the development of pupils' understanding of communication, language and literacy. With the support of a wide range of communication aids pupils gain confidence in expressing their views, for example when they discussed how much they enjoy swimming, and riding bikes and buggies. Mathematical understanding is encouraged throughout the day and pupils show a good appreciation of number in everyday situations. Those involved in a session on Indian dance demonstrated this very well when they accurately counted the steps they were practising. 2 Inspection Report: Mandeville School, 2 May 2006 to 3 May 2006 The school pays very careful attention to meeting the needs of looked-after children

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Grade: 2

and those who speak English as an additional language. As a result, these pupils make good progress.

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Grade: 2

Pupils' personal development is good overall and there are outstanding features. Pupils show very positive attitudes to school, attend well, and often show a keen sense of fun in their activities, for instance when they were pretending to take the horse they were 'riding' for a canter, gallop and trot in an excellent music lesson. They make noticeable gains in developing self-discipline and, overall, behaviour is good. Spiritual, moral, social and cultural development is outstanding. Pupils respond exceptionally well to the very wide range of opportunities to be calm and reflect. Light and sound are used extremely sensitively to create 'quiet moments' and pupils show a high degree of reverence during prayer-time. As pupils move through the school their self-esteem visibly grows and their levels of confidence, independence and responsibility increase significantly. They make dramatic gains in understanding how

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Grade: 2

to work and play with others. A very high emphasis is placed on cultural development and pupils gain excellent respect for different faiths and cultures. Pupils learn to adopt safe practices, for example when undertaking challenging activities, such as horse riding. They increasingly understand the need for a healthy lifestyle and are developing understanding about the importance of eating five fruit or vegetables each day. The school is extending the opportunities for pupils to be included in activities in mainstream schools to develop their awareness of working as a member of a wider community. Pupils are increasingly being encouraged to express their views and preparation for their future economic well-being is good.

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Grade: 2

Teaching and learning are good. Staff work very well as a team and show a high level of commitment to every pupil. With a great sense of enthusiasm they encourage pupils in their learning to ensure that pupils' individual needs are met. Pupils quickly learn that 'we can go to staff if we need help'. Staff make particularly good use of pictures, symbols, gestures and resources to involve pupils very actively in their lessons, for example in lessons seen about 'The Creation'. Generally, staff manage pupils' behaviour well so that a calm purposeful atmosphere pervades the school. Occasionally, however, opportunities to extend the learning of pupils with very complex needs, particularly those with the most challenging behaviour, are lost. In part this is linked to some uncertainty amongst staff about how to address situations that occur and also to the lack of suitable 'quiet areas' in the present building to allow for one-to-one follow-up.

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Grade: 2

3 Inspection Report: Mandeville School, 2 May 2006 to 3 May 2006 Assessment is good. Throughout the school 'small step' assessments are carefully made to help set targets for each pupil and to move pupils on in the next stages of their learning.

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Grade: 2

The curriculum is good. A recent review has taken place in line with the changing needs of the pupils. This ensures a fully systematic approach to the development of pupils' skills in communication and mathematics. There is particularly strong provision to support pupils' personal development and well-being. Physical education, the arts and therapy programmes make a strong contribution as well as the good range of enrichment activities undertaken. Pupils regularly go out and about to visit places of interest; they particularly enjoy the challenge of horse riding and visiting local places of worship. Older pupils benefit greatly from the successes they experience in outdoor pursuits, such as sailing and archery. In the present building there are limitations in the provision for information and communication technology but there is a very clear plan to address this in the new accommodation.

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Grade: 2

Care, guidance and support of pupils are good overall. There are outstanding features notably in the ways the school cares for its pupils. Parents are extremely positive about the school's work in this area. Excellent relationships are established between staff and pupils, and staff show a high level of respect towards each pupil. These are the key to the school's success. Arrangements for safeguarding pupils are robust and reviewed regularly. Risk assessments are carefully attended to. Pupils most at risk are cared for extremely well. It is clear that safety and security of the pupils are uppermost and 'their needs always come first'. Support for pupils' academic and personal development is good. Both pupils and parents are very involved in reviewing the progress pupils make. The school's recent review of its assessment procedures is helping to ensure more precise information is available to help guide parents in mapping out the future for their child.

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Grade: 2

Leaders are focussed on raising standards and on promoting pupils' personal development and well-being. The headteacher and senior team provide strong leadership and staff work together well with a very clear sense of purpose. The school has achieved good improvement since the last inspection. Excellent links have been established with a wide range of outside agencies and the school has good capacity to improve. 4 Inspection Report: Mandeville School, 2 May 2006 to 3 May 2006 Overall, the self-evaluation procedures are good with very strong input from the senior management team. The very supportive and yet challenging way in which the senior staff monitor teaching and learning is particularly effective in ensuring that improvements take place in classroom practice. Governors have a systematic programme of monitoring and regularly seek the views of parents to inform ways forward. They ensure that all statutory requirements are met. Subject coordinators are developing

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Grade: 2

their skills well and make an active contribution to whole school development. The school has highlighted the need to make more use of quantitative information about pupils' progress in order to refine its judgements about its overall effectiveness. A particularly good start has been made in the area of personal development. The school runs smoothly on a day-to-day basis and this contributes well to establishing a calm working atmosphere. Resources are deployed effectively. The accommodation is not well suited to meet the pupils' needs but careful attention has been given to this in planning the new school. 5 Inspection Report: Mandeville School, 2 May 2006 to 3 May 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Mandeville School, 2 May 2006 to 3 May 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 1 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 4 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 1 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners µ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Pupils Thank you for all the help you gave me when I visited your school on 2 and 3 May for the inspection. You helped me get a view about how much your school is doing to help you. It is clear that Mandeville School is a good school that cares for you very well indeed. I could see how well it was doing in helping you reach your targets and that you are learning to do more and more things for yourselves. You learn to use pictures and signs well, and also you learn to count well. You told me how much you enjoy doing things like swimming and horse riding, and you know that you can turn to your teachers if you need help. It is clear that everyone is very glad about the new school building which is soon to be built. Ways in which you can help the school to improve is to make sure that everyone does ´good lookingµ and ´good listeningµ when the teachers ask you. Your teachers are working hard to improve the ways in which they can show how much progress you are making. This is important

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Text from letter to pupils explaining the findings of the inspection

for everyone. Yours sincerely, Kay Charlton Lead Inspector

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