School etc

College Park School

College Park School
Garway Road
London
W24PH

020 76414460

Headteacher: Ms Frances Crockwell

School holidays for College Park School via Westminster council

Check school holidays


92 pupils aged 4—18y mixed gender

70 boys 76%

4b36y69y410y611y812y1013y614y815y516y4

20 girls 22%

12y3

Last updated: June 18, 2014


— Community Special School

URN
101182
Establishment type
Community Special School
Establishment #
7042
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
Area
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 %
35.40
Learning provider ref #
10015068

Rooms & flats to rent in Westminster

Schools nearby

  1. 0.2 miles Pembridge Hall School W24EH (398 pupils)
  2. 0.2 miles Hallfield Primary School W26JJ (581 pupils)
  3. 0.2 miles Hallfield Infants' School W26JJ
  4. 0.2 miles Wetherby Preparatory School W1H2EA (300 pupils)
  5. 0.2 miles Chepstow House School W111QS (113 pupils)
  6. 0.3 miles Wetherby School W24ED (249 pupils)
  7. 0.3 miles Lansdowne College W24AT (189 pupils)
  8. 0.3 miles St Mary of the Angels RC Primary School W25PR (324 pupils)
  9. 0.3 miles St Stephen's CofE Primary School W25QH (224 pupils)
  10. 0.3 miles The Hampshire School W23TB
  11. 0.4 miles Southbank International School W113BU (565 pupils)
  12. 0.4 miles The American International School W113BU
  13. 0.4 miles Westminster Academy W25EZ (1054 pupils)
  14. 0.5 miles Colville Primary School W112DF (311 pupils)
  15. 0.5 miles David Game College W113JS (303 pupils)
  16. 0.5 miles Edward Wilson Primary School W25TL (429 pupils)
  17. 0.5 miles Our Lady of Dolours RC Primary School W25SR (289 pupils)
  18. 0.5 miles St Mary Magdalene CofE Primary School W25TF (228 pupils)
  19. 0.6 miles Fox Primary School W87PP (328 pupils)
  20. 0.6 miles St James & St John Church of England Primary School W23QD (187 pupils)
  21. 0.6 miles Hawkesdown House W87PN (138 pupils)
  22. 0.7 miles St Peter's CofE School W92AN (210 pupils)
  23. 0.7 miles St Saviour's CofE Primary School W92JD (232 pupils)
  24. 0.7 miles Paddington Academy W92DR (1192 pupils)

List of schools in Westminster

Ofsted report transcript

School report

College Park School

Garway Road, London, W2 4PH

Inspection dates 1−2 October 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Outstanding 1
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
dramatically.
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.

Inspection team

David Scott, Lead inspector Additional Inspector
Kate Robertson Additional Inspector

Full report

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
    and leisure.
  • 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
    not stretched.
  • 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
    beliefs.
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-
    cared for.
  • 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
    pupils.
  • 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
    improvement journey.
  • 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
    help.
  • 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
    well-being.
  • 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
    poor performance.
  • 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

School

Grade Judgement Description
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
improvement
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.

School details

Unique reference number 101182
Local authority Westminster
Inspection number 427437

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

Type of school Special
School category Community
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
Chair June Simson
Headteacher Olivia Meyrick
Date of previous school inspection 14−15 July 2011
Telephone number 020 7221 3454
Fax number 020 3220 0359
Email address admin@qe2cp.westminster.sch.uk

.

Save trees, print less.
Point taken, print!