College Park School
phone: 020 76414460
headteacher: Ms Frances Crockwell
70 boys 76%
20 girls 22%
Last updated: June 18, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- OSGB coordinates
- Easting: 525551, Northing: 181088
- GPS coordinates
- Latitude: 51.515, Longitude: -0.19203
- Accepting pupils
- 5—19 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 1, 2013
- Region › Const. › Ward
- London › Westminster North › Bayswater
- Urban > 10k - less sparse
- Main specialism
- SEN communication and interaction (Operational)
- SEN priorities
- MLD - Moderate Learning Difficulty~ASD - Autistic Spectrum Disorder
- Special classes
- Has Special Classes
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- 0.2 miles Pembridge Hall School W24EH (398 pupils)
- 0.2 miles Hallfield Primary School W26JJ (581 pupils)
- 0.2 miles Hallfield Infants' School W26JJ
- 0.2 miles Wetherby Preparatory School W1H2EA (300 pupils)
- 0.2 miles Chepstow House School W111QS (113 pupils)
- 0.3 miles Wetherby School W24ED (249 pupils)
- 0.3 miles Lansdowne College W24AT (189 pupils)
- 0.3 miles St Mary of the Angels RC Primary School W25PR (324 pupils)
- 0.3 miles St Stephen's CofE Primary School W25QH (224 pupils)
- 0.3 miles The Hampshire School W23TB
- 0.4 miles Southbank International School W113BU (565 pupils)
- 0.4 miles The American International School W113BU
- 0.4 miles Westminster Academy W25EZ (1054 pupils)
- 0.5 miles Colville Primary School W112DF (311 pupils)
- 0.5 miles David Game College W113JS (303 pupils)
- 0.5 miles Edward Wilson Primary School W25TL (429 pupils)
- 0.5 miles Our Lady of Dolours RC Primary School W25SR (289 pupils)
- 0.5 miles St Mary Magdalene CofE Primary School W25TF (228 pupils)
- 0.6 miles Fox Primary School W87PP (328 pupils)
- 0.6 miles St James & St John Church of England Primary School W23QD (187 pupils)
- 0.6 miles Hawkesdown House W87PN (138 pupils)
- 0.7 miles St Peter's CofE School W92AN (210 pupils)
- 0.7 miles St Saviour's CofE Primary School W92JD (232 pupils)
- 0.7 miles Paddington Academy W92DR (1192 pupils)
College Park School
Garway Road, London, W2 4PH
|Inspection dates||1−2 October 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Imaginative and considered leadership by the |
As a result of good teaching, pupils’ progress
The governors provide a good level of
executive headteacher, supported by senior
and middle leaders, has created a clear vision
for the future of the school, and improved
learning and achievement.
is accelerating. Progress is faster in English
than mathematics, due to the focus on
improving pupils’ literacy.
challenge and support to leaders. They
ensure that government funding is well spent
for the benefit of all groups of pupils.
| Children make a good start in the Reception |
The sixth form is good. It ensures pupils are
Attendance has improved and is now above
Behaviour is good. Pupils feel safe, are eager
The welfare of children is at the heart of
class and progress well.
well prepared for the next stage of their lives.
average, and exclusions have reduced
to learn and engage well in lessons.
everything the school does. Staff have very
positive relationships with pupils.
| Not all staff and governors make enough use |
Pupils have insufficient opportunities to use
Teachers’ feedback does not always show
of the information about pupils’ progress to
ensure they achieve the very best they can.
their study skills to learn on their own and to
take part in practical activities.
pupils how they can improve their work.
| There are too few opportunities for pupils, |
Teachers’ planning does not always show
particularly the most able, to respond to
searching questions and communicate their
understanding as fully as possible.
clearly what pupils are going to learn and how
their progress will be measured.
Information about this inspection
- The inspectors visited 17 lessons, of which 14 were observed jointly with senior leaders.
- Informal discussions were held with groups of learners from each key stage, and included
hearing pupils read.
- There were no submissions to the online questionnaire (Parent View). Inspectors took account of
the school’s own surveys of parents and carers. Returns from 20 questionnaires completed by
staff were also considered.
- Meetings were held with the Chair and the Safeguarding Lead of the Governing Body, a
representative from the local authority, the executive headteacher, the interim head of school
and middle leaders.
- Inspectors considered a range of evidence including the school’s development plan and self-
evaluation, monitoring reports, performance management records, policies on child protection
and special educational needs, case studies, pupil premium records, the sport premium action
plan, attendance records, governor reports, safeguarding information, school displays and
records relating to behaviour and safety.
|David Scott, Lead inspector||Additional Inspector|
|Kate Robertson||Additional Inspector|
Information about this school
- College Park School is a special school for children and young people with moderate to severe
learning difficulties; a high proportion of pupils have complex needs and/or a diagnosis of autism.
- Pupils are generally admitted from nurseries and maintained schools from across Westminster. All
pupils have a statement of special educational needs.
- Just over four fifths of pupils are from ethnic minority heritages, well above average, as is the
proportion of the pupils who speak English as an additional language, although none is at the
early stages of learning English. The large majority of pupils are boys.
- The proportion of pupils known to be eligible for the pupil premium (those eligible for free school
meals, those in care and those with a parent or carer in the armed services) is above average.
None of the pupils in the school is from service families or is looked after by the local authority.
- All Year 7 pupils are eligible for the Year 7 catch-up premium.
- Just over 25% of pupils across the school are involved with the local Child and Adolescent Mental
Health Services (CAMHS) as a result of their behavioural needs.
- The provision works in partnership with many different bodies and organisations, including the
local authorities of Kensington and Chelsea, Hammersmith and Fulham and Westminster.
- College Park School is federated with Queen Elizabeth II Jubilee School, and shares a single
governing body and executive headteacher.
- From September 2013 the federation, in partnership with Westminster Kingsway College, will
provide up to 30 places for post-16 students wishing to study theatre skills, hospitality and
catering, and reprographics.
- The school mainly offers the Award Scheme Development and Accreditation Network (ASDAN)
externally accredited courses and does not enter pupils early for other examinations.
- The school was recently awarded the Arts Mark Gold and the Inclusion Mark.
- During the past few months there have been a number of changes in staffing and as a result,
there are currently several senior posts vacant.
What does the school need to do to improve further?
- Improve teaching so that all groups of pupils make the best possible progress by:
enabling pupils to become more active learners through encouraging them to work on their
own and allowing them time for thinking and discussion
providing small-step feedback so that each pupil knows precisely how to improve
giving pupils more opportunities to answer searching questions and achieve higher levels of
progress, particularly the most able.
- Strengthen further the impact of leadership at all levels, including governors, by:
ensuring that information on pupils’ progress in lessons is recorded regularly and analysed
rigorously so that challenge and support can be quickly given where they are needed
ensuring that teachers’ planning states clearly what pupils are going to learn and how their
progress will be measured.
|Inspection judgements|| The quality of teaching has improved since the last inspection due to the increasing rigour of |
monitoring and the strong focus on training. Consequently, over time teaching is good. It is not
yet outstanding because staff do not always use enough practical activities to exploit
opportunities for pupils to work by themselves and apply what they have learned previously.
Also, when tasks are dominated by teacher-led activities and the teacher talks for too long,
pupils have few opportunities to discuss their ideas and progress slows and interest wanes.
|The achievement of pupils||is good|
- Progress by the end of Year 11 is beginning to accelerate. There has been a rising trend over
the past two years. Progress in English is faster than in mathematics. This has been as a result
of a strong focus on improving reading and writing. Achievement is not yet outstanding because
not all pupils, particularly the most able, make the progress they are capable of.
- Pupils enter the school with levels of skill that are significantly below those expected for their
age, particularly their communication and social skills, due to the nature of their complex and
severe learning needs.
- In Reception, children make good progress. They settle-in quickly and learn the routines of the
day. They know how to communicate their needs and choices by using signs and symbols. They
make good progress in their communication skills by socialising and working with other children.
- At Key Stages 1, 2 and 3, the majority of pupils are making good progress with their reading and
writing skills. Pupils who are ready to do so are developing their ability to recognise letters and
the sounds they make. However, not all the most able pupils are making the progress they are
capable of in developing their reading fluency and understanding.
- Pupils who are eligible for the Year 7 catch-up and pupil premium have made similar progress to
other pupils in the school. Learners with autistic spectrum disorders have made better progress
from very low starting points compared with other pupils, and the school ensures that the gap is
narrowed. As a result, the attainment of both groups of eligible pupils in the school has risen to
almost match that of their peers in English and mathematics.
- There are no differences in the progress of different groups, including those of different ethnic
backgrounds, those with moderate and severe learning difficulties and those who speak English
as an additional language.
- Since the last inspection, the number of courses has increased. All pupils follow pathways
appropriate to their learning needs, and in Year 11 are able to achieve accreditation in English,
mathematics, information and communication technology, food preparation, gardening, sport
- The majority of pupils stay on into the sixth form and achieve well in their basic skills and
vocational courses such as theatre skills, hospitality and catering, and reprographics together
with independence and life-skills. No one leaves without work experience or some form of
accredited qualification, or placement at college. Excellent links, for example, with local colleges
and employers, support training and work experience very well.
- Phonics teaching (the ability to say the letter sounds correctly) helps younger pupils to
pronounce new and difficult words because time is devoted to developing their reading skills.
The screening check for Year 1 pupils suggests they are taught well. A reading programme
organised throughout the school gives pupils the opportunity to read in class monitored and
supported by adults. Parents and carers are encouraged to listen to their child read regularly.
|The quality of teaching||is good|
- In better lessons, teachers’ activities are well matched to pupils’ needs. This was well
demonstrated in a post-16 lesson, where pupils were thoroughly engaged in running the café
and in preparing and serving snacks and drinks. Here the ‘real-life’ practical activity was well
matched to learners’ needs and enthusiasms with the teacher and other adults ensuring pupils
had a variety of opportunities to practise their literacy and numeracy skills with customers.
- Teachers use question and answer sessions well to check pupils’ progress in grasping new skills,
knowledge and understanding. However, this practice is not consistently applied across the
school and as a result, the communication and understanding skills of the most able pupils are
- Teaching assistants provide high levels of individual tuition and support where necessary to
make sure each pupil learns confidently and is enabled to practise their speaking, reading and
writing at suitable levels. Other professionals, such as speech and music therapists, play a key
part, working in partnership with teachers to assess pupils and to devise challenging targets for
them. Staff expertise in techniques to provide for pupils with autism enables them effectively to
support their communication and behavioural needs.
- The promotion of pupils’ spiritual, moral, social and cultural awareness is woven into their daily
lives. There are many opportunities for pupils to speak about their learning, listen carefully to
each other and reflect on the lives of people who are from different cultures and have different
|The behaviour and safety of pupils||are good|
- Pupils are friendly and polite to adults and each other and behave well in lessons because they
are generally interested in what they are learning. At break times, they are well supervised and
they respond well to adults. Lunch is a social occasion that is enjoyed by all pupils.
- The school has an effective behaviour policy which is consistently and fairly applied throughout
the school. High staffing levels help relationships between adults and pupils to be warm,
supportive and based on mutual liking and respect. Behaviour is not yet outstanding because
pupils do not yet have the necessary skills to work on their own and are sometimes over reliant
on adult supervision in their learning.
- The very few pupils who find it hard to behave are well supported. For example, systems are
well established to deal with isolated incidents of challenging behaviour in lessons without
disrupting the learning of others.
- Incidents of bullying are rare and are dealt with very swiftly and effectively. Pupils are aware of
different forms of bullying, including cyber-bullying and extreme behaviour such as racism. They
feel comfortable about confiding in adults when things go wrong and demonstrate a well-
developed understanding of what is right and wrong.
- Pupils told inspectors that they enjoy coming to school and feel safe and well cared for. In a
recent survey, parents and carers agree that their children enjoy school and are safe and well-
- Attendance is above the average for special schools. Pupils enjoy school; they are punctual to
lessons and come into school each day with smiles and friendly greetings for staff and other
- Exclusions have been reduced over the past two years from 25 days to three, due to a zero-
tolerance strategy, initiated by the current leadership of the school.
The clarity of vision of the executive headteacher together with her calm presence and
determination to make the school a success is the driving force behind its improvement. She has
high expectations and has worked tirelessly to instil a ‘can-do’ ethos. Despite a period of
uncertainty, the school has overcome a number staffing difficulties and morale is buoyant.
Leadership and management are not yet outstanding because leaders have not ensured that
teachers’ planning clearly states what pupils are going to learn and how their progress will be
measured. Also, not all staff and governors are confident in recording and analysing information
on pupils’ progress, to check to see if all learners have achieved as well as they can.
|The leadership and management||are good|
- The executive headteacher has developed an increasingly effective group of senior and middle
leaders who have worked together very successfully to rapidly reduce past inadequacies in
teaching, increase the range of subjects, improve attendance and raise the standard of pupils’
achievement. Consequently, the school demonstrates a strong capacity to continue on its
- In April 2013, the school received a complaint regarding its safeguarding arrangements.
Immediately, the local authority acted decisively by bringing forward a planned review of the
school and safeguarding and with the executive headteacher, worked together to resolve the
issues raised. As a result of robust monitoring, and the procurement of additional funds, the
school was able to swiftly address the weaknesses identified so that in May 2013, HMI judged
safeguarding arrangements to meet requirements. Support from the local authority has reduced
and is now ‘light-touch’ to reflect the growing ability of the school to operate without external
- Senior leaders and the governing body have ensured that all safeguarding procedures are
securely in place, meet statutory requirements and are rigorously applied. They have also put in
place rigorous procedures and protocols to monitor child protection arrangements regularly and
robustly, following HMI’s visit in May. Leaders effectively promote equality of opportunity for all
members of the school and are proactive in tackling all forms of discrimination.
- The school works well with parents and carers and the local community. A particular strength is
the effective way in which parents and carers who do not easily engage with the school have
been encouraged to become more interested in their children’s education. For example,
strategies to keep them regularly informed through texting, phone calls, meetings and home
visits have made a positive contribution to show parents and carers how they can help and
support their child’s learning.
- A positive feature of the school is the links with schools throughout the ‘triborough partnership’
and external agencies, which make an increasingly positive contribution to pupils’ progress and
- As a result of increasingly robust arrangements for managing teachers’ performance, only those
teachers who meet the required standards, as judged by the executive headteacher, are able to
move up the salary scale. Senior leaders have not shied away from holding difficult
conversations with teachers about the quality of their teaching or the consequences of continued
- As a result, of the federation’s training and outreach programme there is a highly skilled and
enthusiastic workforce. Training provision is firmly rooted in research and as a result, teachers
are in demand to advise and train other teachers within the local authority and beyond, both in
mainstream and special settings. Also, courses have also been designed to help parents and
carers who have a child with autism to gain a better understanding of the condition and provide
practical tips and advice in the most appropriate ways to educate their son or daughter.
- Senior leaders use their funding purposefully, ensuring that the sport premium is used to
improve physical education and that the Year 7 catch-up and pupil premium funding is used
effectively to support pupils who need additional help, such as speech and language therapy.
- The governance of the school:
Governors use resources effectively and increasingly challenge the school well. They provide
support for the executive headteacher, who ensures that the performance and salary
progression of staff are monitored effectively. They have taken decisive and robust action
when interventions are necessary. They receive reports from the executive headteacher and
the local authority and are increasingly confident in asking questions so that they fully
understand the issues, particularly when they receive better information on pupils’ progress
and how it compares with similar settings. They visit the school regularly, are attached to
classes and have a good understanding of the quality of teaching. Committee members direct
appropriate funds for learners attracting the sport, Year 7 catch-up and pupil premium funding
to make sure that individual learners are supported and helped in lessons. However, they have
not yet analysed fully the impact of these activities on pupils’ outcomes. Full regard is given to
the well-being and safety of pupils, who are very vulnerable at this time of their lives;
governors have undergone safeguarding and safer recruitment training, and the Chair of the
Governing Body has recently attended a course about conducting headteachers’ performance
management. In addition, training is planned for all governors to increase their understanding
of the different types of information used to calculate pupils’ progress in special schools.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||101182|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Special|
|Age range of pupils||4−19|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||88|
|Of which, number on roll in sixth form||12|
|Appropriate authority||The governing body|
|Date of previous school inspection||14−15 July 2011|
|Telephone number||020 7221 3454|
|Fax number||020 3220 0359|