Manor Green College

126157 Unique Reference Number West Sussex LEA 282063 Inspection number 11 May 2006 to 11 May 2006 Inspection dates Denise Morris AI Reporting inspector

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

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Lady Margaret Road School address Secondary Type of school Ifield Community special School category Crawley, West Sussex RH11 0DX 11 to 19 Age range of pupils

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01293 520351 Telephone number Mixed Gender of pupils 01293 535596 Fax number 158 Number on roll Mrs Mary Fry Chair of governors The governing body Appropriate authority Mr Richard Turney Headteacher 25 September 2000 Date of previous inspection

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Inspection number Inspection dates Age group 282063 11 May 2006 - 11 to 19 11 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 two Additional Inspectors.

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Description of the school

Manor Green College was established as a non-residential secondary special school in the summer of 2004. It was reorganised from two special schools. It shares a site with its feeder primary special school, and a mainstream secondary school. There are 160 places for 2006/07 of which 55 are taken up by girls. Students have a wide range of special needs, and the vast majority (96) have moderate learning difficulties. A further 38 have severe learning difficulties, 9 have profound and multiple learning difficulties and 15 have autistic spectrum disorders. Thirty students are from minority ethnic backgrounds.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Manor Green College, 11 May 2006 to 11 May 2006

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Grade: 2

Manor Green is a good college providing well for all its students. The inspection confirms the view of the headteacher that the college is a good one with some strong features. In reorganising the college from two different groups of students, the headteacher and the deputy headteacher have worked very successfully to provide a good education for all the students. Their good leadership and management, along with the full involvement of the governing body, has led to a college of which everyone is rightly proud, and in which students achieve well. The clearly defined development plan is helping to guide the work forward at a good pace. The good personal development of the students is reflected in their responsible behaviour and outstanding attitudes and enjoyment of college life. During the reorganisation many teachers have needed re-training to cater for the wide ranging needs of the students. This is ongoing,

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Grade: 2

but the vast majority are now skilled up and teaching well. Work is now required to further improve the teaching of lower attaining students. The curriculum also needs work, but the overall positive impact of the reorganisation is evident in all aspects of the college’s work. The good care, support and guidance that students receive are reflected in the way they appreciate their new, outstanding accommodation. Students feel safe at college and parents are confident in the college’s ability to promote the well-being and education of their children. Inevitably there is further work to do to improve performance and the capacity of the college to do this is good. Financial management is good and the college provides good value for money.

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Grade: 2

The sixth form is good, and students do well, a view shared by the college. The accommodation and facilities for the sixth form students are outstanding, offering high quality specialist and leisure opportunities to meet the needs of the students well, and to help them mature. Teaching and learning are good with some exciting practical experiences helping students to develop good levels of confidence and self-esteem. An example of this was the way in which students tolerated a range of mini-beasts such as cockroaches, spiders and snails during a presentation by an external speaker. Their concentration levels were higher than might be expected because of the high quality sensory experience. Higher attaining students usually move on to further education placements at the age of 16. Consequently, the vast majority of students in the sixth form are of lower attainment, and many have complex learning difficulties. However, during their time in the sixth form they achieve well and benefit

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Grade: 2

from good quality care, support and guidance as they prepare for life after school. The planned curriculum is satisfactory, and is in a state of transition as a result of the school reorganisation. It provides an appropriate range of learning activities and is rightly being improved to include a wider range of accredited courses. 2 Inspection Report: Manor Green College, 11 May 2006 to 11 May 2006

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What the school should do to improve further

• Improve teachers’ skills in teaching the lower attaining students and those with complex needs so that these students achieve as well as their peers. • Ensure that all students have equal access to all the opportunities in the curriculum, particularly in relation to accreditation for the lowest attaining students.

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Grade: 2

Students achieve well overall and higher attaining students achieve very well. The school has recently been identified as being within the top 5% nationally for their achievements. Because of their learning difficulties and disabilities, standards are generally below national averages, but the progress that students make during their time at the school is good and for higher attaining students is often very good. This is because of the overall good quality teaching and expertise of staff as well as the rigour with which examination courses are taught. Students’ good progress results in a high percentage achieving well in their GCSE examinations. The recent reorganisation of the college and some challenging staffing difficulties this year have had an impact on how well lower attaining students achieve, and their achievements do not match those of more able students. The school has recognised this issue and has already put

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Grade: 2

strategies in place to further improve staff training and expertise. However, standardised testing and the annual review of targets show consistently good progress, and all pupils meet their targets. The recent introduction of new recording and assessment systems is helping to monitor how well students do as they move through the college, although it is too early to say what impact these new systems will have on achievements or on access to accredited courses.

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Grade: 2

The personal development of students is good with some outstanding features in their attitudes to learning and their enjoyment of college life. Their views are sought regularly, and acted upon. Members of the highly valued school council speak confidently of how, for example, they have influenced the uniform worn by all students. A particular strength is the way in which students themselves are trained as peer mediators to help other students solve their own difficulties. Attendance and behaviour are good. Students show respect for one another and for adults. Their spiritual, moral, social and cultural development is also good. Individuals blossom because they know they are valued. They embrace the numerous opportunities to take part in sporting and creative activities with enthusiasm. Links with the local community are good. Some of the higher attaining students have recently taken part in a production of

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Grade: 2

Shakespeare’s ‘The Tempest’ at The Festival Theatre in Chichester. Students look beyond their school, raising significant funds for a range of charities. The strong life-skills programme is successful in promoting the development of self-esteem and independence, culminating in independent travel to school by a few older students. 3 Inspection Report: Manor Green College, 11 May 2006 to 11 May 2006 Work experience opportunities are highly valued and contribute significantly to the growing maturity and future economic well-being of many of the students. Students are aware of the dangers of alcohol and drugs, and know how to stay safe. Not all students are aware of the need for a healthy lifestyle however, and the college is now rightly encouraging more healthy snacks and food choices.

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Grade: 2

The good quality of teaching in the college is appreciated by the students. In Key Stage 4, many of them commented that teachers explain things clearly, and one said ‘being here we really feel as if we have achieved something’. Teachers set realistic targets and plan work that matches the abilities of the students and, as a result, the pace of learning is good. Over time, this consistent approach leads to good progress and students often achieve very well. An example of this was observed in a Year 10 art lesson in which the teacher built on previous learning well by using the work of real artists to extend students’ understanding of how to create a montage. The challenging and age related tasks led to very good progress and pride in their work. The teaching of students with more complex needs is good overall, but some elements are only satisfactory. This is mainly linked to waiting to take turns, when students

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Grade: 2

become passive observers. The college is not complacent, however, and has worked hard to build on the very good features already in place. Teaching has improved and a very strong training programme has been introduced to help staff develop the skills necessary to raise achievement even further.

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Grade: 3

The curriculum offered by the college is satisfactory overall. It meets the needs of higher attaining students well, enabling them to achieve high standards in their GCSE courses. The needs of other students, including those of lower attainment, are met adequately but their access to nationally accredited courses is currently limited. Plans are well advanced to improve this and to see that individual students receive a curriculum that is best suited to their needs. The college rightly recognises that the curriculum could be improved and is working hard to develop a new, whole-school curriculum that reflects the wide ranging needs and abilities of all its students. Opportunities for enrichment of the curriculum are good. There is a wealth of exciting experiences to promote personal development, including residential activities that encourage independence and bring opportunities for additional cultural or sporting

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Grade: 3

achievements. Currently, some of these opportunities are not always available to lower attaining students, although plans are in place to remedy this in the near future. Particular strengths of the curriculum are the opportunities for learning about the world of work, and the strong life-skills programme, which is having a very positive impact on students’ personal development. 4 Inspection Report: Manor Green College, 11 May 2006 to 11 May 2006

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Grade: 2

The staff contribute well to the college’s safe, caring environment which ensures that students feel happy and secure and are able to concentrate on their learning. Parents and carers are very pleased with the way in which the college supports and looks after the students. Personal and academic progress is monitored carefully, and the good new assessment procedures are beginning to show how well students of all abilities are achieving. Procedures for safeguarding students are clear. Child protection procedures are good, and regular risk assessments are undertaken. Good health and safety checks are carried out regularly. Those students who are in the care of the local authority are monitored well, with tutors taking a key role in ensuring that the needs of these students are met and that they are happy at college. Support for students for whom English is an additional language is good. There are close links with the local

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Grade: 2

authority’s language services and interpreters are invited to attend parent meetings when necessary. Individual targets are effective but occasionally too many targets are set for lessons. These are not always used well enough to guide learning.

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Grade: 2

The headteacher and the deputy headteacher have led the college very well through the early stages following reorganisation and there is a very clear development plan to guide further improvement. Other senior managers complement this work well. The college’s self-evaluation has identified current priorities accurately and these are being systematically translated into actions in all areas. Regular and rigorous monitoring of lessons has led to a clear view of what needs improving. Patterns in achievement are beginning to be analysed appropriately. There is a strong professional training programme in place and improvements to the curriculum have already begun. Senior managers are aware that the college must develop greater depth of understanding of the needs of students with severe and profound learning difficulties and this is confirmed by the inspection. Governors support the school well. They are fully involved and frequently challenge

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Grade: 2

decisions made by the leadership team. Financial management is good and equality of opportunity for all students is adequate. There is a good level of staffing and the new accommodation is outstanding, having a very positive impact on students’ achievements, behaviour and attitudes. Resources are very good. Some resources shared with other schools on the site, such as the pool and the hall, promote very good opportunities for inclusion, and these are helping to improve students’ self-esteem and confidence. Close working relationships have been established with the other schools on the site. These links are helping to promote the sharing of expertise among staff. Improvement since the last inspection is good and the college is well placed to move forward with further improvements. The college offers good value for money. 5 Inspection Report: Manor Green College, 11 May 2006 to 11 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: Manor Green College, 11 May 2006 to 11 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?

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

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Achievement and standards

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

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Achievement and standards

2 2 How well learners make progress, taking account of any significant variations between groups of learners 3 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The behaviour of learners 2 The attendance of learners 1 How well learners enjoy their education 2 The extent to which learners adopt safe practices 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners make a positive contribution to the community 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?

2 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?

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

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Text from letter to pupils explaining the findings of the inspection

Thank you for your help during our recent visit to your college. We really enjoyed our day with you. We found that your college provides a good education for all of you with many exciting things for you to do. We know from talking to you that you really enjoy college. You work hard and your behaviour is good. You make progress in your learning and achieve your targets well. We think that your headteacher and the deputy headteacher run the school well. There are two things that we would like the college to do even better. The first is to make sure that the teaching of students who find learning particularly difficult is improved. The second is to improve the curriculum so that it meets all of your needs. Thank you again for your help.

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