Priors Court School

Independent Special School

DCSF Registration Number 869/6014 Unique Reference Number 132003 Inspection number 316948 Inspection dates 27-28 September 2007 Reporting inspector Alan Lemon AI

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Independent Special School

This inspection of the school was carried out under section 162A of the Education Act 2002 (as amended by schedule 8 of the Education Act 2005). 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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Independent Special School

Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 www.ofsted.gov.uk

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, in order to advise the Secretary of State for Children, Schools and Families about the school’s suitability for continued registration as an independent school.

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Information about the school

Prior’s Court School opened in 1999 in Thatcham in Berkshire. The school provides places for pupils who are diagnosed with autism spectrum disorders and moderate to severe learning difficulties, many of whom have been excluded from their previous school. There are 55 pupils on roll, aged between 5 and 19. Many have additional disabilities such as epilepsy and most have complex and challenging behaviour. Pupils’ attainment on entry is very low as a result of their learning difficulties. The majority of pupils are pre-verbal and need individual support. Prior’s Court aims to provide high quality specialist provision for its pupils and to enable them to become as independent as possible. The school employs a high number of trained staff, specialists and therapists.

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Information about the school

The school was last inspected in November 2002. Boarding provision was inspected by the Commission for Social Care Inspectorate in July 2006.

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Evaluation of the school

Prior’s Court provides a good quality of education and has improved well since its last inspection. It has a number of outstanding features and it meets all of the regulations for continued registration. The curriculum benefits from wide-ranging, well-co-ordinated expertise and a good knowledge of pupils. Teaching and learning are good, helping pupils to make good progress and preparing them effectively for the future. Pupils’ behaviour is managed exceptionally well and provision for their welfare, health and safety is outstanding, resulting in their good personal development and increasing independence.

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Quality of education

The curriculum is good. This is a result of careful evaluation of its impact on pupils’ progress by the school’s leaders. The curriculum policy sets out clearly the school’s distinctive approach to meeting pupils’ needs and its aims are put into action effectively. Every area of the curriculum is scrutinised and adapted well to the ‘Prior Approach’ which matches effectively the needs of pupils. Activities for all pupils are carefully planned to emphasise practical ways of learning, relating closely to everyday experiences and promoting pupils’ independence. Excellent staffing levels ensure that every opportunity is found to encourage learning. Pupils’ good progress arises from the substantial skill and expertise with which staff present learning opportunities, which gives a sharp focus on achievement. The curriculum creates a busy day for every pupil. Their activities are varied and are made enjoyable by

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Quality of education

planning pupils’ work around interesting topics. These give coherence to teaching and to pupils’ experience of learning.

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Quality of education

The provision for literacy, numeracy and information and communication technology is good. Daily routines are clearly defined so that every opportunity is used for pupils to learn and practise communicating, socialising and behaving well. This is achieved very effectively in school and in pupils’ residential houses. The school is very well resourced with visual supports and it makes good use of computer programs and interactive whiteboards to strengthen the focus on communication skills. The management of pupils’ behaviour is thorough and carried out with exceptional consistency. As a result, pupils act safely and risk from challenging behaviour is minimised. Personal, social and health education permeates pupils’ learning opportunities. Pupils lead healthy lifestyles as, at several points every day, they take part in physical exercise, improving fitness and physical skills. At mealtimes, routines and expectations are very clearly articulated and managed, as a result, pupils

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Quality of education

conduct themselves in a socially appropriate manner. Sex and relationship education is in place and the programme is developed well for boys. However, the planning of the programme for girls is barely satisfactory.

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Quality of education

The curriculum for post-16 students is strongly vocational in content and they make good progress in a broad range of work-related and self-sufficiency skills. Students have good opportunities to learn and apply literacy, numeracy and information and communication technology skills. They use the school’s substantial garden to learn about horticulture. Students grow plants, vegetables and fruit, some of which they sell on through a mini-enterprise they manage. Students manage other mini- enterprises through design and technology. Work-related learning is good, which contributes well to students’ good preparation for the future. Work experience opportunities are found in school for most students and, for those who are capable, short placements are arranged with local employers.

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Quality of education

Teaching and learning are good. The large number of teachers, together with the high levels of support staff in classrooms, results in pupils receiving exceptional support and this helps them to learn effectively. They achieve well as a result. All of the staff have expertise in supporting autistic pupils and working with their severe learning difficulties. Pupils are taught very effectively to communicate with symbols and other means. They make good progress in using symbols, recognising them individually, combining them to write simple sentences and reading sequences. Pupils are assessed well. The detailed knowledge of each pupil which results, is used effectively in planning challenging activities that match their capabilities. The planning of lessons is detailed and is shared effectively with the classroom team. This ensures consistency in approaches, creating good conditions for pupils to learn.

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Quality of education

Activities are practical and are made easily accessible for pupils. As a result, they enjoy learning and often respond with high levels of engagement. The pace of work is very well adjusted to suit pupils’ learning styles. Behaviour in classrooms is managed exceptionally well. In particular, pupils are supported expertly in moving to different parts of the school and they are encouraged to cope with frequent changes during the day. Resources are mostly good and are used effectively to gain pupils’ attention and involvement. However, some resources, such as objects and books used with the older pupils, are more suitable for pupils of a much younger age.

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Spiritual, moral, social and cultural development of the pupils

Pupils’ spiritual, moral, social and cultural development is good. Pupils attend regularly, approach lessons with good levels of interest and concentration and respond very well to praise and support. Behaviour is good. They co-operate readily with their teachers and key workers in lessons and around the school. They are constantly encouraged to be as independent as possible; for example, they enjoy choosing and organising their own meals at lunchtime. Meal and snack times are enjoyable social occasions.

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Spiritual, moral, social and cultural development of the pupils

Pupils make a good contribution to their own community through jobs in class. Post- 16 students support the school through their mini-enterprises of making resources such as laminated symbols and other communication aids. Pupils contribute to the wider community by fund-raising for charities and through their work in the school’s magnificent garden. Their plants, vegetables and fruit are regularly exhibited and sold at local shows. They gain an understanding of public institutions and services; for example by visits to the local fire station. In the range of ways pupils contribute and make connections with the world beyond school, they are well prepared for the future.

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Spiritual, moral, social and cultural development of the pupils

Pupils’ cultural development is fostered very well through experiencing the outstanding displays of paintings and sculpture around the school and through the beautiful and extensive grounds. Pupils have regular opportunities to listen to music of their own choice. They are made aware of other cultures through celebrations of other faiths’ festivals and occasional days, such as the recent French day. Regular assemblies offer pupils opportunities for reflection. Through the school’s consistent approach to personal development, pupils are encouraged to be aware of themselves and of others.

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Welfare, health and safety of the pupils

Provision for pupils’ welfare, health and safety is outstanding. All requirements are met including those relating to the Disability Discrimination Act 2002. The care of pupils and their pastoral support are excellent. Provision is very thoughtfully organised, so that pupils’ personal development is monitored carefully and they make good progress in developing independence. All staff members show a remarkable commitment to the care and welfare of pupils. A consistently supportive, gentle and caring approach towards pupils ensures that they feel very secure. There is a strong bond of trust between pupils and staff and the relationship is excellent. Pupils are encouraged to follow a healthy lifestyle, with twice-daily aerobic exercise. Mealtimes are used successfully to promote healthy eating and displays around the school encourage pupils to choose a healthy approach to life.

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Welfare, health and safety of the pupils

Procedures for child protection are secure and all staff are fully trained. Health and safety measures are in place and are enforced rigorously. There are regular emergency evacuation practices and building safety checks. Appropriate risk assessments are carried out. Procedures for first aid and the administration of medicines are rigorous and are monitored carefully.

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Suitability of the proprietor and staff

The school undertakes efficiently the full range of checks to ensure the suitability of all staff and others who work or have contact with pupils. It maintains a single central register of staff as required.

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School’s premises and accommodation

School and boarding accommodation is of high quality. The school building is relatively new accommodation and is purpose-built. It is well designed and constructed and provides generous amounts of space for classrooms and communal areas. Post-16 students have their own school accommodation, which is of equally good quality and it reflects an appropriate sixth form ethos. In addition, the school provides a good range of specialist rooms and facilities which support effectively pupils’ scientific, technological, creative and physical development. Most of the boarding accommodation is also relatively new, well designed and constructed. The building of additional boarding accommodation is near to completion. The school has 54 acres of well-maintained grounds. This gives pupils an excellent range of outdoor spaces for educational and recreational purposes.

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Provision of information for parents, carers and others

The information for parents, carers and others meets all the requirements. The prospectus is an attractive and accessible source of information and annual reviews are comprehensive. The information about pupils’ progress is detailed, reflecting the quality of teachers’ assessments and their knowledge of pupils.

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Procedures for handling complaints

The complaints procedure meets all the requirements. The school’s prospectus draws attention clearly to its availability. The procedures are concise, easy to read and to understand.

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Compliance with regulatory requirements

The school meets all of the Education (Independent School Standards) (England) Regulations 2003 as amended January 2005.

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What the school could do to improve further

While not required by the regulations, the school might wish to consider the following points for development:

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What the school could do to improve further

 improve the planning of the curriculum for sex and relationships education for girls in order that they are better prepared for their adult lives

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What the school could do to improve further

 ensure that all learning resources used for older pupils match their age and interests.

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School details

Name of school Prior’s Court School DCSF number 869/6014 Unique reference number 132003 Type of school Special Status Independent Date school opened September 1999 Age range of pupils 5-19 Gender of pupils Mixed Number on roll (full-time pupils) Boys: 46 Girls: 9 Total: 55 Number of boarders Boys: 45 Girls: 8 Total: 53 Number of pupils with a statement of special educational need Boys: 46 Girls: 9 Total: 55 Number of pupils who are looked after Boys: 22 Girls: 5 Total: 27 Annual fees (day pupils) From £59,958 Annual fees (boarders) From £106,641 Address of school Priors Court Hermitage Thatcham Berkshire RG18 9NU Telephone number 01635 247202 Fax number 01635 247203 Email address ssherwood@priorscourt.org.uk Headteacher Mrs Sarah Sherwood Proprietor Prior’s Court Foundation Reporting inspector Alan Lemon AI Dates of inspection 27-28 September 2007

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