Heaton School

106173 Unique Reference Number Stockport Local Authority 324341 Inspection number 19–20 March 2009 Inspection dates Rosemary Eaton Reporting inspector

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

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Special Type of school Community special School category 11–19 Age range of pupils Mixed Gender of pupils Number on roll 73 School (total) 21 Sixth form The governing body Appropriate authority Ms Beryl Barnett Chair Ms E Seers Headteacher 11 January 2006 Date of previous school inspection St James Road School address Heaton Moor Stockport Cheshire SK4 4RE 0161 4321 931 Telephone number 0161 4326 717 Fax number

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11–19 Age group 19–20 March 2009 Inspection dates 324341 Inspection number .

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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. 2 of 11 Inspection Report: Heaton School, 19–20 March 2009

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Introduction

The inspection was carried out by an Additional Inspector.

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Description of the school

Currently, around two-thirds of the school's students have severe learning difficulties and one-third of them have profound and multiple learning difficulties. Many of the students have additional needs such as complex medical conditions or autistic spectrum conditions. Almost all have communication difficulties. All students have statements of special educational needs. Most students are White British (a few are of minority ethnic heritage), and very few who are looked after by the local authority. The students between 16 and 19 years of age form the school's Extended Education Department. The school has gained the Healthy Schools and Sportsmark awards. It provides extended services for students including after-school and holiday clubs.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Heaton School, 19–20 March 2009

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Grade: 1

This is an outstanding school. Since the previous inspection, outstanding leadership has ensured that the school has moved forward considerably on all fronts. Students' achievement is now as exceptional as their personal development owing to significant improvements in the quality of teaching and the curriculum. The vast majority of parents are delighted with all aspects of the school. A typical comment is 'The best decision we made was to send our son to this fantastic school.' Through words, smiles or their readiness to cooperate with staff and take on new experiences, students demonstrate vividly that they enjoy school enormously. Those who are able to articulate their feelings explain that their friends are very important to them. The school works hard and extremely successfully to develop students' social skills. They become very aware of the needs of others and make an exceptional contribution to the school and wider community. All students

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Grade: 1

learn to appreciate how they each make a difference, for example, by cheering up their friends, emptying recycling boxes, or taking healthy snacks round to classrooms. Tasks like these lay the foundations for more formal experiences of the world of work such as placements in local businesses or involvement in enterprise activities. Realistic activities such as handling money when acting out roles or visiting shops and cafes provide more of the opportunities that prepare students so expertly for their lives beyond school. Owing to the nature of their learning difficulties and/or disabilities, the standards students reach are exceptionally low when compared with those in most other schools. However, they make outstanding progress as they move through the school. By the time students leave the Extended Education Department, their achievements have been recognised through a wide range of accreditation. Progress is often especially marked in communication skills and in their

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Grade: 1

personal, social and health education. This is because the school lays great emphasis on these aspects of learning and they are taught and practised consistently during all lessons and activities. Teachers use their detailed knowledge of each student exceptionally well to set them individual targets and help them to learn in the ways that suit them best. Students themselves are not always reminded often enough about their particular goals. This means that they are not necessarily sure where they should focus their own efforts. The school offers students excellent care, guidance and support and parents have full confidence in the way in which their children's health and safety is promoted. Students clearly feel extremely safe in school. As far as possible, they increasingly take some responsibility for their own well-being. They learn to be safe on roads or in the home, knowing for instance that 'cookers

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Grade: 1

are hot and dangerous'. Leaders monitor the school's performance rigorously. When they identify areas of its work that have potential for further improvement they tackle these with enthusiasm and determination. As a result, for example, the curriculum for physical education has been developed significantly since the previous inspection. The scope of opportunities during lessons and enrichment activities, such as clubs, now ensures that there is something for each student to enjoy, from hydrotherapy to more adventurous pursuits such as sailing. This provision contributes to students' outstanding commitment to healthy lifestyles and enhances their self-esteem and ability to use their leisure time productively. The school's track record and the headteacher's success in building a staff team that shares her drive for continuous improvement are clear indicators of the school's outstanding capacity to develop even further.

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Grade: 1

4 of 11 Inspection Report: Heaton School, 19–20 March 2009

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Grade: 1

Students make outstanding progress during their years in the Extended Education Department. By the time they leave they have each achieved a range of accreditation such as the Award Scheme Development and Accreditation Network (ASDAN) Towards Independence award, accreditation for Life and Living modules, entry level GCSE certificates, and the foundation certificate in Food Hygiene. These awards recognise students' successes in key areas including communication, numeracy and information and communication technology and personal, learning and work skills. Students' personal development is exceptional. They respond to the adult environment staff establish, becoming increasingly sociable, independent and confident. For example, a group of students visit mainstream schools to teach their pupils how to communicate through signing. Outstanding teaching and a curriculum carefully tailored to individual needs provide students with a realistic view of their strengths and their options

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Grade: 1

beyond school. College link courses, work experience and opportunities to make choices, for instance, of leisure activities, provide highly relevant experiences and boost students' learning and personal development. The parents of students who join the school at the start of Year 12 are full of praise for the way staff help these young people to settle in rapidly. Outstanding leadership ensures staff are always refining what they offer students and exploring potential new courses and activities.

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What the school should do to improve further

■ Ensure that students are as aware as possible of their individual targets and how they can help towards achieving these.

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Grade: 1

The school sets very challenging targets for students to achieve at the end of Year 9 and Year 11. Students' outstanding achievement is reflected in their considerable success in meeting these. In 2008, the targets were virtually all met and those for some subjects, including reading, mathematics and science, were exceeded. Students' progress in learning to communicate remains a particular strength because teachers are so adept at matching methods such as signing or exchanging symbols to students' individual needs and adapting them as their skills develop. For example, a student who uses a switch to operate a computer has just begun to press the switch purposefully rather than at random. By the end of Year 11, students gain the Transition Challenge award indicating their achievement in topics such as Making Choices. Some students with severe learning difficulties attend lessons in mainstream schools to take part in GCSE

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Grade: 1

courses. There is no difference in the achievement of boys and girls. Any who are looked after by the local authority and those from minority ethnic backgrounds make the same outstanding progress as other students with similar starting points. Students with autistic spectrum conditions become increasingly able to cope with changes and focus on tasks, enabling them to achieve extremely well. The students with profound and multiple learning difficulties make outstanding progress towards their individual targets, for example increasing the speed or clarity with which they respond by gesture or facial expression. 5 of 11 Inspection Report: Heaton School, 19–20 March 2009

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Grade: 1

Students' behaviour is outstanding. They do their best to abide by school rules such as 'be kind and gentle; make friends'. A number of students need significant additional support to behave well. They respond extremely positively to the individual programmes designed to help them control their emotions and impulses. The immense pleasure students take in all aspects of school life is reflected in attendance rates that are above average for similar schools and the high numbers attending clubs. Nine students are learning Mediterranean cookery and 14 play basketball after school. Students relish physical activity and are quite clear about which foods are healthy, explaining that fruit is a better choice than sweets. They recognise signs that warn of dangers and know that the emergency exit sign means 'you go out here if there is a fire'. They frequently show their concern for the wider community and know that children in some

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Grade: 1

countries don't go to school but must work instead. Students readily take on responsibilities. Members of the school council, elected by secret ballot, lead the efforts to raise funds for charities and help to count the money they collect.

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Grade: 1

Activities are matched closely to what particular students need to learn next. In a mathematics lesson, higher attaining students in Year 7 worked independently, using photographs to help them name three-dimensional objects and place them under, inside or next to a box. They practised their communication skills as they asked each other, 'where is it?' Students with much more significant needs worked at individual tasks such as touching coloured targets on the interactive whiteboard. All the students were learning at their optimum pace. Teaching assistants make considerable contributions to lessons. Like teachers, they are extremely skilled at managing students' behaviour, spotting when individuals are finding it hard to cope. Students are given strategies to help them remain calm and are praised for their efforts. Relationships between adults and students are excellent and reflect students' ages. Staff allow plenty of time for

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Grade: 1

students to make their responses and check, for example, that an arm movement really did indicate 'Yes'.

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Grade: 1

The curriculum is carefully adapted to meet the needs of all students as they move up through the school. There are particular strengths in the provision for performing arts and physical education. Both have a huge impact on students' personal development and demonstrate the school's extensive links with other schools and the local community. At various times, all students have opportunities to work or socialise with their contemporaries in mainstream schools. The curriculum is tailored sensitively to suit students with profound and multiple learning difficulties. For example, they have time allocated to work on individual programmes using resources such as the sensory rooms and pool. The school has identified students who have particular gifts or talents and makes arrangements to cater for them. A group of 'science explorers' recently took part in a special session in a mainstream school. The curriculum for students in Years 10 and

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Grade: 1

11 creates a highly successful transitional stage that prepares them for the Extended Education Department. A multitude of stimulating and popular enrichment activities includes regular visits 6 of 11 Inspection Report: Heaton School, 19–20 March 2009 in the community, visitors to school, residential visits, after-school clubs, productions, and special days and weeks devoted to topics as diverse as dance, industry and Spain. As one parent observed, 'Students have fun!'

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Grade: 1

Current government safeguarding requirements are met. There is a full range of up-to-date policies, well known to staff. Staff have extensive training in relevant areas such as child protection, administering medication and food hygiene. Excellent partnerships with a very wide range of agencies and professionals enhance the school's work. The school nurse helps to develop care plans for the students with the most complex needs, identifying key staff to support them. A close eye is kept on patterns of absence and parents are left in no doubt of the importance of regular attendance. Parents and carers greatly appreciate the support they receive, for example, help with managing their child's behaviour or pointers to additional sources of advice. 'Staff work as a team with the family' is a typical comment from parents. The arrangements to help students settle in and to prepare them for moving on are thorough and

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Grade: 1

sensitive. Assessment arrangements are very well organised with extremely detailed annual review reports. Students' and parents' views are valued. Some students are aware that they have individual targets but they are not consistently helped to understand how these can assist them to make progress.

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Grade: 1

The headteacher and senior leadership team ensure that the school strives to provide as well as possible for every student. This commitment is at the heart of its outstanding success in promoting equal opportunities. For example, special activities are arranged to compensate students who have not taken part in extended opportunities such as clubs. Self-evaluation is highly accurate and leads to ambitious and effective plans to move the school forward. The role of subject leaders has developed well since the previous inspection and they play a full part in monitoring the school's performance. The school promotes community cohesion well, resulting in students' frequent opportunities to be included in activities in other schools and the local community. Work is ongoing to extend links beyond the local area. Governance is good. Some governors are very new to their roles but are undertaking training and are

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Grade: 1

well-informed because they are confident to ask questions of school leaders. Responsibilities have recently been reviewed and governors are rapidly becoming increasingly involved in monitoring the school's performance at first hand. 7 of 11 Inspection Report: Heaton School, 19–20 March 2009 .

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Grade: 1

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Heaton School, 19–20 March 2009

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Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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meeting the needs of learners?

Yes Yes Effective steps have been taken to promote improvement since the last inspection 1 1 How well does the school work in partnership with others to promote learners' well being? 1 1 The capacity to make any necessary improvements

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Achievement and standards

1 1 How well do learners achieve? 4 4 The standards 1 reached by learners 1 1 How well learners make progress, taking account of any significant variations between groups of learners 1 1 How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 9 of 11 Inspection Report: Heaton School, 19–20 March 2009

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well-being of the learners?

The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 2 The attendance of learners 1 The behaviour of learners 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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full range of learners' needs?

1 1 How well do the curriculum and other activities meet the range of needs and interests of learners? 1 1 How well are learners cared for, guided and supported?

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achievement 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 leaders and managers use challenging targets to raise standards 1 1 The effectiveness of the school's self-evaluation How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 10 of 11 Inspection Report: Heaton School, 19–20 March 2009

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Text from letter to pupils explaining the findings of the inspection

Thank you for being so helpful when I visited your school. I really enjoyed spending time with you. This letter is to tell you what I found out about your school. Heaton is an outstanding school. You told me how much you like school and I can see why. You have lots of exciting things to do and you make good friends. I'm sorry I can't see your production of 'Grease'. Your behaviour is excellent. Well done! You become young men and women who are ready to try new things and always want to help others. You learn a great deal because you have outstanding teachers. The older students get certificates so everyone can see how well they have done. I have asked your teachers to keep reminding you about your targets. This will help you to know exactly how you can improve your work. Your headteacher and the staff work very hard to look after you and keep you safe. They have so many good ideas to help the school get even better. I want to send them and each one of

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Text from letter to pupils explaining the findings of the inspection

you my very best wishes for the future. 11 of 11 Inspection Report: Heaton School, 19–20 March 2009

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