The Forest School

121775 Unique Reference Number North Yorkshire LEA 281097 Inspection number 17 May 2006 to 18 May 2006 Inspection dates Mrs Kath Halifax CfBT Lead Inspector Reporting inspector

p.1

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

p.1

Park Lane School address Special Type of school Knaresborough Community special School category North Yorkshire HG5 0DQ 2 to 16 Age range of pupils 01423 864 583 Telephone number Mixed Gender of pupils 01423 861 145 Fax number 126 Number on roll Mr Guy Warren Chair of governors The governing body Appropriate authority Mrs M Uden Headteacher 25 January 2000 Date of previous inspection

p.1

Inspection number Inspection dates Age group 281097 17 May 2006 - 2 to 16 18 May 2006 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by one Additional Inspector.

p.3

Description of the school

All pupils who attend this school have learning difficulties and/or disabilities; all have statements to meet their special educational needs. The population has changed since the last inspection. Originally a school for pupils with moderate learning difficulties, now only 43% of pupils have this need, 15% have severe learning difficulties and 10% have physical difficulties. The school also now admits pupils with more complex needs. Currently 20% of pupils have autism, 14% speech and communication difficulties, with the remainder having social, emotional and behavioural needs. Almost all pupils are of white British heritage. The percentage entitled to free school meals is average. The local authority provides respite care for four pupils. Attainment on entry to the school is well below that expected of pupils of this age. The school was awarded Investors in People in July 2005. The local authority is reviewing its provision for pupils with learning difficulties and/or

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: The Forest School, 17 May 2006 to 18 May 2006

p.3

Grade: 2

This is a good school with some outstanding features. It is improving and moving forward at a good rate and has the capacity to continue to do so. Pupils' achievement is good as a result of good teaching. However, some teachers do not make sufficient use of targets in individual education plans (IEPs) and on such occasions this reduces pupils' rate of progress. The curriculum is good. It is outstanding for pupils in Years 10 and 11. As a result of this and excellent teaching for this age group, these pupils make extremely good progress and achieve highly. The provision for children in the Foundation Stage is satisfactory, but adults do not always provide enough guidance for children in their learning, especially those with more complex needs, during adult-led activities. This limits the progress the pupils make. Excellent provision for pupils' personal development alongside outstanding support, guidance and links with other

p.4

Grade: 2

professionals is instrumental in the very positive attitude and behaviour of pupils of all capabilities. Through excellent links with local businesses and schools, pupils grow in confidence and become responsible citizens. Attendance is good. Leadership and management are good. The headteacher provides excellent leadership. The monitoring of the school's performance is good and managers are accurate in their evaluation of the school. Pupils and parents speak very highly of the school. Every pupil is valued and staff ensure all have equal opportunities to learn. Taking account of the cost of educating each pupil, pupils' achievements, including the number who are helped to transfer to mainstream education, the school provides good value for money.

p.4

What the school should do to improve further

• Provide more guidance for children's learning in the Nursery, especially for those with complex needs, so they make better progress. • Ensure all teachers follow the good practice of using targets in IEPs to enable all pupils to get the best out of their learning.

p.4

Grade: 2

Achievement is good overall. It is outstanding in Years 10 and 11. All pupils leave the school with nationally recognised awards including Entry Level Certificate in a number of subjects. In addition, some pupils gain GCSEs in up to three subjects, while others gain the Award Scheme and Development Accreditation Network (ASDAN) bronze award. This, together with the outstanding provision for pupils' personal development, enables pupils to move onto open employment, or into further education, including courses such as health and childcare, alongside pupils from mainstream schools. Pupils in Years 1 to 9 make good progress in the knowledge and skills they acquire. Pupils with autism and other additional needs, such as visual or hearing impairment, make good progress because of good links with other professionals and skilled support by teaching assistants. Achievement for children in the Foundation Stage is satisfactory

p.4

Grade: 2

overall. It is good for the five-year-olds who work alongside pupils in Year 1. Children 2 Inspection Report: The Forest School, 17 May 2006 to 18 May 2006 in the Nursery make good progress in some aspects of their development, including good gains in speaking and listening when working with the speech and language therapist, but many opportunities are missed to extend children's skills during adult-directed activities. This reduces their rate of progress.

p.4

Grade: 1

Pupils' personal development is outstanding because of the excellent provision for their spiritual, moral, social and cultural development. Although the majority of pupils are from white British backgrounds, pupils respect and celebrate diversity. Through a number of subjects they begin to understand local and national issues; they also understand the need for sustainability, with even the youngest children saving their banana skins for compost. Pupils are very proud of their school and of their achievements. They are extremely well behaved. Those who have complex behaviours because of their conditions are helped to manage their behaviour extremely well, enabling them to be educated alongside their peers. Pupils are very well prepared for their future lives. In addition to improving their numeracy and literacy, from a young age they learn to work as part of a team so that by Year 11 they confidently hold 'board meetings' to consider, for

p.5

Grade: 1

example, the progress and development of their 'Forest Party Company' and the 'Travelling Fair' which they are taking to local primary schools. Through regular class discussions they gain confidence, as demonstrated by older pupils giving an electronic presentation alongside mainstream schools to an audience of over 300 people. Through a very good programme for personal, social and health education, pupils are learning to adopt safe practices and a healthy lifestyle.

p.5

Grade: 2

The quality of teaching and learning is good overall. It is outstanding in Years 10 and 11 where external awards motivate pupils and teachers. Teachers in these year groups have extremely high expectations and give pupils the confidence to have a go. Teaching in Years 7 to 9 is good and the introduction of subject specialist teachers is contributing to improved achievement. Homework is used very effectively to aid progress in Years 7 to 11. Teaching is good in Years 1 to 6. Teachers provide activities that make learning interesting and meaningful and they are gaining confidence in matching tasks to the different learning styles of their pupils. As a result, pupils of all capabilities usually learn at a good rate. All pupils have suitable IEP targets, but these are not always referred to in teachers' planning or in lessons. On such occasions pupils' progress slows. Teaching and learning are satisfactory in the Nursery, but opportunities are

p.5

Grade: 2

missed to question children, to encourage them to interact with each other, and to 3 Inspection Report: The Forest School, 17 May 2006 to 18 May 2006 guide those who need extra help. This slows their rate of learning. In Years 1 to 11, pupils with autism learn at a good rate because staff are skilled and use approaches that are well suited to their needs. Similarly those with communication difficulties learn well because of the close cooperation between teachers, teaching assistants and the speech and language therapist.

p.5

Grade: 2

Managers have been modest in grading the curriculum satisfactory; it is good, with the work-related learning programme for pupils in Years 10 and 11 being outstanding. The curriculum meets requirements and the time allocated to English, mathematics, and personal, social, health and citizenship education is reflected in pupils' achievements and personal development. Provision for children in the Foundation Stage is satisfactory. Until recently, Nursery children had total freedom in choosing their own activities. Many children found this difficult to cope with because of their learning difficulties and this adversely affected their progress. Adults now guide the children in their activities which has helped, but in order to increase their progress further, they need more direction in learning to play. The curriculum is successful in promoting healthy, safe lifestyles. In addition, sporting activities and daily routines contribute significantly to pupils' growing independence.

p.6

Grade: 2

Over one third of pupils now spend time working with pupils in mainstream schools. In addition to contributing to pupils' academic and social development, the carefully thought out programme has enabled a significant number to return to mainstream education.

p.6

Grade: 1

Pupils of all ages and capabilities receive outstanding care and support. Child protection procedures are in place and understood by staff. Health and safety procedures are robust. Where appropriate, assessments of the risks presented by individual pupils are undertaken. Equally, the assessment of potential risks on visits out of school and in lessons is noted. Very good links with other professionals contribute significantly to pupils' well-being, especially those with physical difficulties or mental health needs. The appointment of a speech and language therapist and her work in the classrooms is contributing considerably to the progress of pupils with communication needs. Pupils report they feel safe and say their views are taken into account. They appreciate the weekly 'drop-in' session provided by the school nurse and support staff. Pupils are prepared very well for life after school and for the move from the primary to secondary

p.6

Grade: 1

department, saying they feel more grown up in a different uniform. 4 Inspection Report: The Forest School, 17 May 2006 to 18 May 2006

p.6

Grade: 2

Leadership and management are good overall; the leadership of the headteacher is outstanding. Her in-depth knowledge of a very wide range of learning difficulties and disabilities has enabled her to restructure the school's provision to meet the very diverse needs and demands of the changing population. She works especially hard to provide an environment in which all staff and pupils feel safe and part of the community. She has made some very good appointments of teachers who are specialists in their specific subjects; as a result, pupils' achievements have improved. Dedicated and skilled senior managers ably support the headteacher. Over the past year, the senior leadership team has been extended to include an assistant head. The success of the team is evident in the school's improving provision and pupils' achievement. Daily briefings between managers and with staff ensure that all are kept informed and this contributes to the smooth running of the school.

p.7

Grade: 2

Governance is good. Although there are vacancies on the governing body, all aspects of their work are covered well and members are not afraid to challenge decisions, especially in financial matters. Governors report they find the 'visiting days' very useful. Good systems are in place to monitor what is happening in classrooms, both in providing high quality care and in tracking pupils' progress. A useful analysis of this has begun, though managers recognise the need for this to be more detailed. Nevertheless, the information is used effectively; for example, in setting pupils by ability in English and mathematics which is contributing to improved achievement in Years 7 to 11. Challenging targets have been set for individuals and the whole school, with progress towards these being checked at senior leadership level and at governors' meetings. Improvement since the last inspection is good and the school is well placed for this to

p.7

Grade: 2

continue. Development planning has improved and is now good. Staff, parents and pupils say they feel consulted and part of school improvement. 5 Inspection Report: The Forest School, 17 May 2006 to 18 May 2006 .

p.7

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

website: www.ofsted.gov.uk. 6 Inspection Report: The Forest School, 17 May 2006 to 18 May 2006

p.8

Overall

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

p.9

learners?

NA 1 How well does the school work in partnership with others to promote learners' well-being? NA 3 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

p.9

Achievement and standards

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

p.9

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

p.9

learners?

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

p.9

needs and interests of learners?

NA 1 How well are learners cared for, guided and supported?

p.9

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.

p.9

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 1 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

p.10

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

p.10

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

p.10

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

p.10

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

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

p.10

Text from letter to pupils explaining the findings of the inspection

As you know I met a number of you during the recent inspection of your school. Thank you for talking to me, for being so polite and friendly, and for helping me in my work. I especially enjoyed sitting in on the Forest Party Company board meeting. What I liked most about the school - You work hard, are extremely well behaved and take advantage of the good learning opportunities. - Outstanding teaching and an imaginative curriculum help those of you in Years 10 and 11 to make extremely good progress and gain good qualifications. - Links with other schools and businesses improve your social skills and encourage you to become good citizens. - Links with other professionals such as the speech and language therapist contribute to your achievements and well-being. What I have asked your teachers and governors to do now - Help children in the nursery, especially those with more complex needs, make better progress

p.11

Text from letter to pupils explaining the findings of the inspection

by giving them more help in their activities. - Make sure all teachers use the targets in your IEPs in all lessons to help you make even better progress. I enjoyed my short time with you and wish you well for the future.

p.11