Aspen 1 (Whitfield School), Dover. Primary. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism).
Aspen 2 (Christ Church Academy), Dover. Secondary. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism).
Bower Grove School, Maidstone. Behaviour & Learning Needs; Behaviour, Emotional & Social Development Needs (Primary); Severe Communication & Interaction Difficulties (with Autism).
Broomhill Bank School, Tunbridge Wells. Severe Communication & Interaction Difficulties. OFSTED September 2010 - Outstanding: "Broomhill Bank has been a Foundation Special School since November 2007, and underwent redesignation in September 2008 from a day and residential all girls special school for learners with moderate learning difficulties (MLD), to a coeducational school for pupils aged 5 to 19 with communication and interaction difficulties (C and I). The school will cease to have residential provision by 2012. All learners have statements of special educational needs. The statements of the remaining MLD cohorts on roll indicate more complex learning and communication needs than the designation would suggest, including autism, language disorders and medical needs. Under the new designation, the primary cohort is currently served on an outreach basis via the school Inclusion and Outreach Project (IOP) team. As part of Extended Schools provision mainstream pupils with C and I are able to access an after-school social club, which operates on site. Pupils come from a wide range of social and economic backgrounds".
Five Acre Wood School, Maidstone. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). OFSTED 2012 - a good school: "Five Acre Wood is larger in size than the average special school. All pupils at the school have a statement of special educational needs. These are mainly severe learning difficulties, autistic spectrum disorders and profound and multiple learning difficulties. Pupils are organised into classes which take account of their age, development, special educational needs and disabilities. There is one Reception class in the Early Years Foundation Stage. The school’s provision for pupils over the age of 16 is located on the site of a mainstream secondary school some distance away from the main school. The largest ethnic group in the school is made up of pupils from White British backgrounds. The school has a smaller than average percentage of pupils from minority ethnic backgrounds. A very small minority of pupils speak English as an additional language. Most of these are at a very early stage of learning English but are also at any early stage of learning any language. The proportion of pupils known to be eligible for free school meals is larger than average. The school holds the Inclusion Quality Mark".
Foreland School, The, Broadstairs. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). OFSTED 2010 - a good school: "The school provides for pupils with severe learning difficulties and profound and multiple learning difficulties. There are also pupils with autistic spectrum disorders and speech, language and communication needs. In addition, the local authority has designated places for complex learning difficulties, a category not recognised by the Department for Education in official statistics returns".
Foxwood School, Hythe. OFSTED Mar 2012 - Satisfactory. Excerpts from Report: Information about the school Foxwood is a slightly larger than average special school, with specialist status for cognition and learning. All of the pupils have a statement of special educational needs. Approximately half have an autistic spectrum condition and the remainder have severe or profound and multiple learning difficulties. A very large majority of pupils have a White British heritage, and around two thirds are boys. A few pupils are children in care, and approximately a quarter are known to be eligible for free school meals.The school has undergone significant change since the previous inspection, when it had just formed a hard federation with another special school. An executive headteacher took up post in April 2010, followed by other changes in the leadership of the school, including the promotion of the deputy headteacher to head of education. Key findings Foxwood is a satisfactory school, but one where the strengthening of leadership and management has shown the school’s ability to move forward rapidly. The Early Years Foundation Stage and Key Stage 1 provide good quality education. Post-16 provision is satisfactory, but its curriculum lacks breadth and relevance. The school takes very good care of pupils. It is not a good school because of remaining weaknesses in teaching, the curriculum and in middle management. Pupils achieve satisfactorily when compared with others of similar age and starting points nationally, although many make good progress in developing communication skills. Children in the Early Years Foundation Stage and in Key Stage 1 achieve well. Pupils make good progress in their spiritual, moral, social and cultural development and achieve well in aspects of personal development such as social awareness and independence. Despite pockets of good and outstanding practice, teaching is satisfactory overall. Teaching in the Early Years Foundation Stage and Key Stage 1 is consistently good. Not all teachers plan consistently to accelerate every pupil’s progress through tailored activities and resources that extend their learning. Pupils behave well. Their attendance is high and they arrive at classes punctually, settle quickly and follow routines without fuss. Their attitudes are positive and they relate well to classmates and adults. Pupils are safe, with no incidents of bullying or other harassment. Leadership and management are satisfactory. Leaders dealt with inherited difficulties very effectively and have established the federated school’s identity. Leaders maintain a tight focus on improving performance and raising the quality of teaching, but their expectations are not yet fully embedded in practice and middle leaders are not fulfilling completely the responsibilities now expected of them.
Furness School, Hextable. Secondary. Residential and Day. Behaviour, Emotional & Social Difficulties. OFSTED 2010 - satisfactory, but OFSTED recalled in May 2012, possibly following parental concerns. The OFSTED Report describes the school as: Furness School is a special school which provides for boarding and day students who have behavioural, social and emotional difficulties. All students have a statement of special educational needs and most students have previously experienced significant disruption to their education due to exclusion or non-attendance.Most students are White British boys and almost all speak English as their first language. Around one-quarter of students are known to be eligible for free school meals, which is well above the national average. The school is led and managed by an Acting Principal and an interim leadership team. The local authority has withdrawn delegated powers and has assumed responsibility for governance of the school. Boarding provision was inspected on 26 and 27 March 2012 and the report can be found on Ofsted’s website. The boarding provision was not part of the current inspection. It then places Furness School into Special Measures in what may be the most damning OFSTEd Report for any Kent school. You will find a more detailed explanation here. In February 2013, OFSTE recognised the school was makinfg reasonable progress towards removing Special Measures.
Goldwyn Community Special School, Ashford. Secondary. Behaviour, Emotional & Social Development Needs. OFSTED 2011 - Good "The overwhelming majority of students live in Kent, although a few travel from adjoining local authorities. All students have a statement of special educational needs for behavioural, social and emotional difficulties, although in many cases they have additional needs, such as autism or mental health issues. The large majority of students are boys. Approximately a third of the students are known to be eligible for free school meals. A few are looked-after children. A very large majority of the students have a White British heritage".
Grange Park School, Wrotham. Secondary. Severe Communication & Interaction Needs and Learning Difficulties; Autistic Spectrum Disorder and severe cognitive impairment. OFSTED 2012 - Good. Excerpts: Information about this school: Grange Park School is located on three sites; The main school, for secondary aged students, is contained in new, purpose-built, accommodation next door to a mainstream secondary school; Post-16 students are provided for in two separate technology colleges; All students have a statement of special educational needs for autism; The large majority of the students are boys; An above average proportion of the students are known to be eligible for the pupil premium. Key findings: This is a good school; The school has improved since its last inspection, and students from all backgrounds now achieve well thanks to good teaching; Teaching and learning have improved because senior staff identify weaknesses and provide good training for staff which has had a significant impact; The sixth form is good; Sixth form students make good progress and are given increasingly good opportunites to prepare for life after school; The school has introduced rigorous checks on learning that provide a clear picture of all students’ progress; Students are extremely well cared for. They feel secure and appreciated as individuals; Students’ behaviour improves from the day they start and is now typically good; Systems of monitoring and evaluation by school leaders and governors are robust and a clear plan is in place to drive improvement; The headteacher, with the acting deputy headteacher, gives a very strong direction to the work of the school; Students’ attendance improves significantly, often from a low starting point on admission; Parents and carers appreciate how well students are supported and the school’s reputation is good, and growing.It is not yet an outstanding school because: In a small number of lessons, teaching is not good enough to ensure that pupils are challenged all of the time and develop skills to learn on their own; Governors do not capitalise on their formal visits to check on how much progress the school is making in its efforts to improve; There are not enough opportunities for staff to share the outstanding features of their practice that result in the very best learning for all pupils
Harbour School, Dover. Behaviour & Learning Needs; Behaviour, Emotional & Social Development Needs (Primary)
Highview & Foxwood School, Folkestone and Hythe (Residential and Day). Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). OFSTED Jun 2011, Good: "Highview is a specialist cognition and learning school of average size for pupils with complex learning needs. Most pupils have autistic spectrum disorders, moderate learning difficulties or speech, language and communication needs. All pupils have a statement of special educational needs. Since the previous inspection, the school has been re-designated from being a school for pupils with moderate learning difficulties to one for those with complex learning needs to reflect the changing pupil profile. In addition, it has also become part of a hard federation with another special school, which mainly educates pupils with profound and severe learning difficulties. Two thirds of the pupils are in Key Stage 3 and 4. The school's headteacher is now the executive headteacher of the federation and a new post of head of education has been established as part of a staffing restructure"
Ifield School, The, Gravesend. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). OFSTED Jun 2011, Outstanding: "Ifield is a much larger than average special school that is designated to admit pupils with severe, profound and complex needs. All pupils have a statement of special educational needs, almost three quarters for autism or severe learning difficulties. Approximately three quarters of pupils are boys. All post-16 students are based at North West Kent College, taught by Ifield staff. The school runs the SMILE centre (Supporting Multi-Professional Inclusive Learning and Education), providing outreach support, staff training and specialist resources for 38 schools in the Gravesham area. It also owns and manages the school woodland, for which it has received a National Forestry Commission award. This six acre site provides an outdoor classroom for many learning activities. Since the previous inspection, Ifield has acquired an International School Award from theBritish Council"
Laleham Gap School, Margate. Residential and Day. Higher functioning severe Communication & Interaction Needs; Severe Communication & Interaction Needs and learning difficulties (secondary). OFSTED 2013 - Good. Excerpts from Report. Information about this school: Laleham Gap is a special school for high-functioning pupils with autism spectrum disorders and/or specific language impairment; A few pupils also have challenging behaviour difficulties linked to their autism; The school has weekly residential provision for up to 20 pupils of secondary age at the Margate site and takes pupils from the whole of Kent; The school occupies two sites five miles apart; Children in the Early Years Foundation Stage and those aged 5–11 are educated at the primary site in Broadstairs - Older pupils aged 11–16 are educated at the main school site in Margate; There is one leadership team and governing body. key findings: This is a good school; All groups of pupils, including those with additional special educational needs, achieve well; Pupils achieve well in English, mathematics, science and in their personal development; Good teaching ensures that pupils make good progress; In the best teaching, pupils are challenged so that they work quickly and extend their knowledge and understanding; Older pupils attain good-quality accreditation by the time they leave the school in Year 11; Provision in the Early Years Foundation Stage has improved and, as a result, children achieve well and make good progress in their learning; Behaviour is good and attendance is rising; Pupils say they feel safe at school; Outcomes for pupils in the residence are outstanding, preparing them extremely well for their futures; Pupils receive good-quality care and support benefiting from effective integrated therapies which promote good personal development; Parents and carers are rightly pleased with the school; Leadership and management are good; The senior leaders have a clear vision and an accurate view of the school. It is not yet an outstanding school because: In a few lessons, too little work is planned for pupils to do so that learning slows and not enough challenge is provided; Teaching assistants are not always used well enough to monitor progress, model activities or record outcomes; A few key health and safety risks in the residence have not been identified.
Meadowfield School, Sittingbourne. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). OFSTED 2011 - a good school: "Meadowfield School serves the Swale area of Kent and provides for learners with a range of disabilities related to profound, severe and complex needs. Its specialism is to provide for learners who have communication and interaction difficulties related to autism and severe cognitive impairment. The school has provision for younger children in the Early Years Foundation Stage and a 16 to 19 sixth form unit that caters for students who are above compulsory school age. There are more boys than girls. Around one in three learners are known to be eligible for free school meals and all have a statement of special educational needs. The proportion of learners who come from minority ethnic backgrounds reflects the community that the school serves and is below the national average. Few learners speak English as an additional language. A relatively high proportion of learners are looked after by the local authority. The headteacher joined the school at the start of this academic year and, at the time of the inspection, had only been leading the school for a few weeks"
Milestone School, New Ash Green. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). The school is in progress to become an Academy, in Federation with Leigh Academy in Dartford. . OFSTED 2011 -Outstanding: "Milestone is a large school when compared with other special schools, but is smaller than most mainstream schools that teach the same age groups. Numbers attending the school have risen considerably since the school’s previous inspection. All pupils have statements for special educational needs or attend for assessment. Broadly, 20% of all pupils have complex medical conditions, which require specialist on-site nursing care. Broadly, 19% have profound and multiple learning difficulties. The large majority of pupils use signing to communicate and a high proportion have a diagnosis of autism. Most pupils come from a 20 mile radius although some come from other local authorities. The proportion of pupils known to be eligible for free school meals is higher than average. The school provides outreach support for autism and behaviour difficulties for pupils at other schools. The school has an Early Years Foundation Stage, which is made up of a Nursery and Reception class. There is also a sixth form, which includes a further education centre. Further education was not part of this inspection"
Oakley School, Tunbridge Wells. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). OFSTED 2013 - Requires Improvement. Excerpts From Report. Information about this school: -This is a special school situated on a split site, with the primary and secondary sections seven miles apart; About a quarter of the pupils are girls; Since the previous inspection, the school has experienced a period of turbulence with major changes; The headteacher had been in post for only eleven and a half weeks prior to this inspection; Many staff are new in post and half the governing body is also new; All pupils have a statement of special educational needs; About three quarters of pupils have severe learning difficulties (SLD), moderate learning difficulties (MLD), or are on the autistic spectrum (AS) - The rest have complex medical and physical needs; A large proportion of pupils have underlying speech, language and communication difficulties and a few have motor skills difficulties; The school offers outdoor learning, advice, support and training through the Woodland Learning Lodge for its pupils, schools and colleges within its community - This is an outreach service. Key findings. This is a school that requires improvement. The school has the following strengths: Behaviour is good; Pupils are eager to learn and engage well in their lessons; Attendance has improved and is now average; There are few exclusions; The school provides well for pupils with communication and motor skills difficulties so they make good progress; The sixth form is good - Most students develop independent life skills through a wide range of qualifications that prepares them well for their next stage in life; After the previous inspection there was a dip in the school’s performance but since the appointment of the new headteacher & senior team the school is moving forward at a significantly faster pace. It is not good because: Pupils’ achievement requires improvement; While rates of progress are generally improving, they are too slow in Key Stage 3; Subject leaders do not always make sure that teachers are using up-to-date information about pupils to improve the teaching and learning of reading, writing and mathematics, especially for pupils in Key Stage 3; Teachers’ marking lacks precision about what pupils need to do to improve their work; Pupils do not know their targets well enough and there are not enough opportunities for pupils to correct their mistakes and to reflect on their next steps in their learning; Leaders and managers do not always make sure that the qualifications obtained at the end of Key Stage 4 are the best possible to match the abilities of all pupils; Recently appointed governors are not sufficiently trained to hold the school to account in all areas of its work - This includes the difference the use of pupil premium funding is making on the progress of pupils having free school meals.
Orchard School, The, Canterbury. Behaviour & Learning Needs: Behaviour, Emotional and Social Development Needs (4-19) OFSTED 2012 - Satisfactory. Excerpts from Report: Information about the school The Orchard is an average-sized special school catering for pupils with behavioural and learning difficulties. It has undergone a significant change since the previous inspection. The minimum age limit was lowered from 11 to 5 years in September 2011 and at the time of the inspection the primary section had pupils in Years 3 to 6. All pupils have a statement of special educational needs. In addition to the behavioural and learning difficulties, many have additional difficulties, such as autism. A very small number of the pupils are girls. The overwhelming majority of pupils is of White British heritage. Over two thirds of the school’s roll is known to be eligible for free school meals and about a tenth is looked after children. Pupils come to the school from many parts of Kent, some travelling considerable distances to attend. Many pupils are admitted to the school at times other than those of traditional transition. The school uses some external providers for vocational opportunities for older pupils, for example stables which offer equine management courses as well as work experience. Inspection report: Key findings The Orchard is a satisfactory school, although there have been improvements since the last inspection. The vast majority of parents and carers believe that the school looks after their children well and inspection findings confirm this. It is not a good school because of satisfactory teaching, achievement and behaviour.Achievement is satisfactory. Pupils progress well in some lessons, but more slowly in others. Progress with improving their reading has been particularly good since September 2011 when dedicated reading sessions were introduced.Children who are in the care of the local authority make better progress than other pupils. Teaching is satisfactory. Staff manage pupils’ behaviour well. Lessons are consistently planned but insufficient account is taken of the different levels at which pupils are working. These differences are not reflected enough in the choice of activities provided. Pupils make better progress in lessons where staff plan activities which involve the pupils in being active and creative, offer opportunities to work both collaboratively and independently and where progress is evaluated during the lesson. While pupils’ behaviour is satisfactory overall, there is low-level disturbance in some lessons and around the site. Pupils’ behaviour improves over the time pupils are at the school and they leave school prepared for the next stage of their education.
Portal House School, Dover. Behaviour, Emotional & Social Difficulties (Secondary). OFSTED 2012 - A good school: "Portal House School provides for pupils and students with statements of special educational needs for social, emotional and behaviour difficulties. Several have additional needs over and above their emotional and behavioural difficulties, receiving support from the Child and Adolescent Mental Health Service and other medical services. Most have been suspended or excluded from mainstream schools and some have been out of school for up to two years prior to entry. Almost all students are from White British backgrounds. The majority comes from a mix of urban and rural areas within the East Kent area. Some spend over two hours travelling to and from the school each day. Thirteen students are looked after by their local authorities and the proportion known to be eligible for free school meals is well above the national average. Although the school is designated as a mixed provision, no girls have ever been referred".
Ridge View School, Tonbridge. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). OFSTED 2011. A Good School. "Ridge View School provides for pupils with profound, multiple, and severe learning difficulties and autistic spectrum disorders. Over a half has autistic spectrum disorders as a primary need. In addition, many have a range of complex needs including sensory impairment, hearing impairment, physical impairment and delayed cognitive development. All except for six children in the Oakridge Assessment nursery have a statement of special educational needs and a high proportion use alternative or augmentative methods of communication. Apart from attending Ridge View, nursery children enter a variety of other special schools, specialist mainstream schools and mainstream provisions. Almost all pupils are White British. Boys outnumber girls by two to one"
Rowhill School, Longfield. Behaviour & Learning Needs; Behaviour, Emotional & Social Development Needs (Primary)
St Anthony's School, Margate. Behaviour & Learning Needs; Behaviour, Emotional & Social Development Needs (Primary). OFSTED 2011. A good school: "St Anthony’s, originally a school for pupils with moderate learning difficulties, is now catering for pupils who have both behavioural and learning difficulties. In the last two years, pupils with more complex difficulties, such as being on the autistic spectrum, have also been admitted. Within the primary department, there is provision for up to 12 pupils with behavioural, emotional and social difficulties. Currently there are six such pupils. The number of pupils admitted who are in the care of the local authority is well above the national average and the proportion of pupils known to be eligible for free school meals is above average. Boys outnumber girls by a ratio of four to one".
St Nicholas' School, Canterbury. Profound, Severe or Complex Needs; Severe Communication & Interaction Difficulties (with Autism). OFSTED 2011. Satisfactory: "St Nicholas’ is a designated specialist school for pupils and students with profound, severe and complex learning difficulties. Many also have additional difficulties such as physical disabilities, epilepsy, autism and sensory impairment. The number on roll has increased by almost a third since the last inspection. All have a statement of special educational needs. The very large majority of students are White British and come from a variety of communities surrounding Canterbury. There are currently many more boys than girls. Sixteen students are looked after by the local authority and the proportion known to be eligible for free school meals is well above the national average.There is one small Reception class at the school. Two Year 7 and Year 8 classes spend a proportion of the weekly timetable in local mainstream secondary schools in ‘satellite’ class bases. As a result of the ‘St Nicholas @ Canterbury College’ project, all of the 16—19 students are based in a purpose-built teaching block on the Canterbury College campus. The school also offers an outreach service to mainstream schools to support children and young people with special educational needs and/or disabilities. In addition, it manages the Mary Sheridan Unit — an Early Years Foundation Stage educational observation and assessment provision based in the Children’s Centre at the Kent and Canterbury hospital. This is not reported on in this inspection. The St Nicholas’ Extended Programme and Services (STEPS) provides a range of activities such as after-school clubs, holiday schemes and parent/carer workshops in the local community"Stone Bay School, Broadstairs. Secondary. Combination of Autistic Spectrum Disorder and severe cognitive impairment; Severe Communication & Interaction Needs and Learning Difficulties
Valence School, Westerham. Residential and Day. Physical, Sensory and Medical Needs. Wyvern School, Ashford. Profound, Severe or Complex Needs; Severe Communication & Interaction Needs and Learning Difficulties (with Autism). Some excerpts from a Special Inspection by OFSTED Jun 2011: The inspection was carried out by two of Her Majesty’s Inspectors in response to complaints made to Ofsted which raised serious concerns. These were deemed to be qualifying complaints that warranted further consideration under Ofsted’s powers to investigate complaints about schools. As a result of the investigation Her Majesty’s Chief Inspector decided that an inspection of the school should take place to follow up the issues that were raised. Inspectors sought to evaluate pupils’ well-being and safety, including the management of their behaviour and their physical needs. Having considered all the evidence I am of the opinion that pupils’ wellbeing is adequate and the school has appropriate procedures to keep them safe. There are some weaknesses in the quality of support that staff give to pupils to help them to manage and improve their own behaviour. However, the school has recently started to make satisfactory progress in tackling these aspects. Senior leaders are
developing a strategic view of issues that is usefully beginning to inform practice. The actions that the headteacher and heads of education have taken so far and their appropriate written plans for the next steps demonstrate that the school has a satisfactory capacity to improve further. Relationships between staff and pupils, and between pupils, are largely positive. Pupils appear to be relaxed both in lessons and during unstructured times, and they relate well to teachers and teaching assistants. When pupils are given interesting opportunities to learn they respond well and try hard to concentrate.
Both sites of the school had a calm atmosphere throughout the inspection. Routines are clear, for example, when pupils move from one area of the school to another they know what to expect and what is expected of them. Lunchtimes for all age groups were calm and pleasant. At break-times pupils played co-operatively with each other or chatted together in pairs or groups. Staff helped younger pupils to learn new play skills, and older pupils were supported to interact positively with each other as needed. The high ratio of staff to pupils results in a suitable level of supervision to keep pupils safe. Individual pupils’ records are used to ensure that welfare concerns are followed up with appropriate partners. The school is committed to involving parents more fully in their children’s education and the life of the school. The school has recently updated its behaviour management policy. This has some useful elements but does not fully reflect current government guidance and is not altogether suitable for the school’s current population. The local authority’s recent review has crucially highlighted to the school the need to ensure that staff feel confident to intervene appropriately with pupils, including to ensure their physical safety. Almost all the longer-established staff have recently completed appropriate training to refresh their skills in using physical intervention, and newer staff have completed their initial training in this aspect. The management of pupils’ behaviour is not consistent, either across the two sites or from lesson to lesson. In lessons, pupils’ behaviour was generally at least satisfactory. Where pupils did not engage with the lesson, staff re-engaged most of them appropriately. The development of communication skills does not sufficiently underpin the management of behaviour and there is no consistent approach to developing the communication skills of pupils who have more complex needs.