Headteacher: Mrs Jayne Telfer Ba(Hons), Pgce
School holidays for Cornfield School via Surrey council
25 pupils capacity: 52% full
15 girls 114%
Last updated: June 20, 2014
— Other Independent Special School
- Religious character
- Establishment type
- Other Independent Special School
- Establishment #
- Open date
- Oct. 23, 2001
- OSGB coordinates
- Easting: 527643, Northing: 147739
- GPS coordinates
- Latitude: 51.215, Longitude: -0.17386
- Accepting pupils
- 11—18 years old
- Special pupils
- Census date
- Jan. 16, 2014
- Region › Const. › Ward
- South East › Reigate › Earlswood and Whitebushes
- Urban > 10k - less sparse
- SEN priorities
- BESD - Behaviour, Emotional and Social Difficulty
- Special classes
- Has Special Classes
- Sixth form
- Has a sixth form
- Learning provider ref #
- 0.5 miles Salfords Primary School RH15BQ (361 pupils)
- 0.5 miles Salfords Middle School RH15BQ
- 0.5 miles Salfords County Middle School RH15BQ
- 1 mile Dovers Green School RH27RF (194 pupils)
- 1.1 mile Earlswood Infant and Nursery School RH16DZ (430 pupils)
- 1.1 mile St John's Primary School RH16QG (236 pupils)
- 1.1 mile Earlswood Junior School RH16JX (345 pupils)
- 1.1 mile Reigate School RH27NT (1251 pupils)
- 1.2 mile Dunottar School RH27EL (186 pupils)
- 1.3 mile Rnib Redhill College RH14DG
- 1.4 mile Sidlow Bridge Centre RH28PP
- 1.4 mile Reigate Valley College RH28PP (4 pupils)
- 1.6 mile Orchards School RH28ED
- 1.6 mile Reigate Parish CofE (Aided) Infant School RH27DB (180 pupils)
- 1.6 mile South East Surrey Pupil Referral Unit RH28HX
- 1.6 mile Lime Tree Primary School RH28ED (72 pupils)
- 1.7 mile Reigate Grammar School RH20QS (905 pupils)
- 1.8 mile Sandcross Primary School RH28HH (740 pupils)
- 1.8 mile Reigate St Mary's Preparatory School RH27RN
- 1.9 mile St Joseph's Catholic Primary School, Redhill RH11DU (418 pupils)
- 2 miles Reigate Priory Community Junior School RH27RL (657 pupils)
- 2 miles Wray Common Primary School RH20LR (504 pupils)
- 2 miles The Warwick School RH14AD (781 pupils)
- 2 miles Wray Common Middle School RH20LR
53 Hanworth Road, Redhill, RH1 5HS
|Inspection dates||12–14 November 2013|
|Pupils’ behaviour and personal development||Good||2|
|Quality of teaching||Good||2|
|Quality of curriculum||Good||2|
|Pupils’ welfare, health and safety||Good||2|
|Leadership and management||Good||2|
Summary of key findings
This school is good because
It is not yet outstanding because
Compliance with regulatory requirements
| The students make good academic progress |
The students show great improvements in
despite often having missed out on significant
amounts of education in the past. Most leave
with qualifications that help them gain a
their personal development, especially their
attitudes to learning and behaviour.
| The quality of teaching is good. The staff |
The attention to the students’ emotional well-
The school’s leadership is highly committed to
know the students well and relationships
between them are positive.
being and work with families, carers and
external agencies is very effective.
ensuring that the school lives up to its
declared aims. Leaders have ensured that
teaching and achievement are good.
| The recent improvements in the use of |
Some aspects of the curriculum are not as
students’ achievement data by teachers have
not yet had an impact on the students’
well planned as the rest so that opportunities
for achievement are missed.
| The school leaders’ evaluation of the school |
does not yet make full use of achievement
information. The proprietor is supportive but
does not sufficiently challenge school leaders
about the quality of education.
The school requires improvement and must take action to meet schedule 1 of The Education
(Independent School Standards) (England) Regulations 2010, as amended by The Education
(Independent School Standards) (England) (Amendment) Regulations 2012 (‘the independent
school standards’) and associated requirements.
Information about this inspection
- The inspection was carried out with a day’s notice.
- Six lessons were observed including all teaching groups in the school. Additional time was spent
in visits to classrooms and other learning activities.
- Meetings were held with senior members of the staff, the proprietor, a visiting officer from the
local authority and two groups of students. Additional informal conversations were held with a
variety of members of staff and students.
- Students’ work and achievement records were examined.
- A wide range of school documentation was scrutinised, including policies and procedures, logs of
premises and fire safety checks, and teachers’ planning documents.
- Six questionnaires were received from school staff. No questionnaires from placing local
authorities were received. Parents’ and carers’ views via the online Parent View questionnaire
were not available as there were insufficient responses. However, one parent or carer was
interviewed by telephone following contact with the inspector.
|Greg Sorrell, Lead inspector||Additional Inspector|
Information about this school
- Cornfield School, which opened in 2003, is an all-girls day special school for students aged
between 11 and 18 years of age and is located in Redhill, Surrey.
- It is registered for up to 25 students and there are currently 12 students on roll, aged between
11 and 17 years. Ten have a statement of special educational needs and six are in the care of
their local authorities.
- All students have histories of previously interrupted schooling.
- Students are placed at the school due to behavioural, emotional and social difficulties and some
have additional needs including specific learning difficulties. They are funded by a small number
of local authorities in South East England.
- The school aims to ‘nurture through structure’ and states that it is ‘dedicated to improving the
education, achievements and life chances of vulnerable or excluded children’.
- The school makes use of a range of off-site venues for physical education and sports.
- The school was last inspected in May 2010.
What does the school need to do to improve further?
- Ensure leaders and teachers make good use of students’ achievement data so that planning is
even more effective in meeting their needs and promoting students’ academic progress.
- Ensure that all aspects of the curriculum are as well planned as the strongest aspects.
- Ensure the proprietor challenges school leaders more effectively about the school's provision and
students’ academic achievement.
- Ensure students’ individual targets are precise and that they, and school reports, focus more on
- Seek further means to assist the students to stop smoking.
The school must meet the following independent school standards.
- Where a pupil who is registered at the school is wholly or partly funded by the local authority, an
annual account of income received and expenditure incurred by the school in respect of that
pupil should be provided to the local authority and on request to the Secretary of State
The students’ achievements are good, as a result of good teaching, an appropriate curriculum and
the purposeful and nurturing learning environment. When they arrive at the school, students’
standards are typically below average. In large part this is due to prolonged periods out of formal
education. The school has evidence that over time students make good academic progress as their
attitudes to learning and attendance improve.
Through improved attitudes to learning the students improve their reading, writing and numeracy
skills within English, mathematics and other subjects across the curriculum. Their achievements are
displayed in classrooms and around the school. The art room display is especially good although
other areas of the school contain some examples of their work. The students develop their
communication skills in all subjects, particularly in literacy and numeracy when using information
and communication technology (ICT). The students with a statement of special educational needs
also make good progress due to the support they receive.
The school offers a suitable range of subjects that are examined at GCSE and Entry Level, for
example, in English, mathematics, science, art and physical education. When appropriate the
students may also take AS levels and BTEC awards in science and cookery. The vocational
curriculum has recently been enriched by the addition of the Northern Advisory Council for Further
Education (NCFE) award in Creative Craft and Employability skills through a hair design course. All
final year students stayed on until the end of their courses and success was achieved at grades B
to D in GCSE English, mathematics and art. This represents good progress from students’ relatively
low starting points. The large majority of students go on to attend colleges of further education
and some go to into employment.
|Pupils’ behaviour and personal development||Good|
The provision for the students’ spiritual, moral, social and cultural development is good and has a
strong impact on their personal development. The students’ behaviour is good and they appreciate
the work that staff do to support their studies and particularly their emotional well-being. One
commented, ‘We can fall out from time to time but basically we all get on and look out for each
other and the staff know where we’re coming from.’ Attendance is good overall and is a strong
indicator of the students’ enjoyment. There is a minority of students whose attendance is low and
they are subject to focused attention from staff in order to establish improved attendance.
Attitudes to study are good and especially when students are engaged in practical subjects such as
art and hair design. Their confidence in adults and their own abilities increases over time.
Occasionally, a minority of students struggle to engage in any work, due to relationship issues, and
as a result, swearing may sometimes be heard. Much of this is due to students' emotional
difficulties and immaturity. Typically, the students respond well to staff and learning resumes. The
school ensures that all controversial issues are studied in a balanced way and that any extremist
political views are not tolerated.
The students make a valuable contribution to the community while running the local YMCA café on
a weekly basis. Members of the public show appreciation of their friendly manner while the
students also gain work experience in a commercial setting. Fund raising is regularly undertaken
but there are limited opportunities for students to take on responsibilities at school. Their personal,
social, health and citizenship studies prepare them well for life in multicultural, democratic Great
Britain and ensure they learn about public institutions and services in England. There are good
links with the local church, police and public institutions, including health and judiciary services.
Students know about staying safe and healthy, although putting this knowledge into practice
remains difficult for some. While the uptake of physical exercise is good, several students persist in
smoking despite the school's efforts to discourage the habit.
|Quality of teaching||Good|
The quality of teaching is good and enables the students to make good progress in their academic
and personal development. The staff team know the students well and the small group sizes and
good relationships assist in the development of a personalised approach to learning for each
student. In some cases the students arrive at the school with limited up-to-date assessment
information about what they know and can do. Staff address this issue by using a range of new
assessments that include standardised tests to gauge the students’ needs and next steps needed
The staff go to great lengths to motivate and engage all learners, including those who do not
attend regularly. Staff’s management of behaviour is consistently good and reduces the students’
time off task to a minimum. This improvement over time is well documented by senior staff.
Teachers’ use of assessment information has recently been significantly improved and involves
providing good quality feedback to students about their work and what needs to be improved.
Teachers invite students to assess work completed by themselves at the end of lessons but there is
as yet less emphasis on peer assessment. The quality of academic targets has recently improved
as a result of additional support and guidance. Individual subject teachers make effective use of
the regular assessments of students’ progress and each has an overview of progress in their
particular subject. However, the students’ individual education plans contain some targets that are
too broad and imprecise and which focus too much on improvements in behaviour rather than
academic learning. Teachers’ reports on academic progress also focus too much on behaviour and
not enough about learning.
|Quality of curriculum||Good|
The curriculum is good and enables students to achieve well. It is supported by a suitable policy
and schemes of work. The subjects and courses cover the required areas of learning with a
suitable emphasis on literacy and numeracy. A few areas of the curriculum are not as well planned
as the strongest aspects. The headteacher has rightly identified the need to extend the planning to
provide more geography and history, which are currently taught through topic work and English.
The school provides courses which are externally examined and a curriculum that is based closely
on the requirements of students’ statements of special educational needs and the National
Curriculum. It is particularly successful in helping students to make up the ground they have lost
and to gain the basic skills they need to be able to undertake and do well in examinations such as
Although there is a strong emphasis on basic skills, there is also good provision for creative
subjects such as art, music and hair design. Staff recognise the importance of setting work that
plays to the students’ strengths as well as their areas of most need. For example, when
appropriate, there is a practical element such as setting a science lesson in the context of a crime
scene where it was crucial to know the properties of materials. Much attention is also given to the
importance of examinations and the routes that are then opened up to students. Occasionally,
opportunities for maximising academic achievements are missed. For example, the off-site café
enterprise and the weekly ‘activities afternoon’ are viewed primarily as social and are not planned
or assessed with the same rigour as the rest of the week. There is an adequate range of off-site
provision, including regular opportunities to take part in a range of sports, such as swimming,
badminton and squash. The students receive appropriate careers education and are well informed
about options after school. Where required, students can access a range of therapies to address
their identified needs.
|Pupils’ welfare, health and safety||Good|
The provision for the students’ welfare, health and safety is good and all the requirements for
independent schools are met. The school has an appropriate range of well-implemented policies to
promote the students’ well-being. A number of polices, including for child protection and others
relating to safeguarding, have recently been reviewed and are informed by up-to-date national
guidance. The staff have clear responsibilities and work very well as a team to maximise
attendance and students' engagement in lessons. Work beyond the school with students’ families,
carers and external agencies is a strength as is the morning briefing that ensures effective
communication from home to school.
There are robust arrangements to ensure the suitability of all staff to work with children, including
those not directly employed by the school. All required checks are made and are effectively
recorded on a single central register. The designated child protection officer is very well briefed
and ensures staff are informed appropriately. All staff have undergone child protection training at
the appropriate level and intervals. Staff and students know how to report any concerns to the
designated person. The same good attention is given to training in safe restraint, fire safety, first
aid, health and safety, and risk assessment. Regular fire drills and health and safety checks are
rigorously implemented. Admission and attendance registers are properly maintained.
The students feel safe and know that issues of bullying are addressed promptly. The behaviour
policy is implemented effectively and students know the rules and sanctions. Valuable work on
parenting, the potential dangers of using social media and substance abuse are undertaken
through tutorial sessions and in personal, social and health education (PHSE) lessons. Visits out of
school and visitors from external agencies also support this work. The arrangements for promoting
the students’ well-being in respect of exercise and their emotional health are strong. However,
there are some missed opportunities to promote healthy eating and the school is very aware that
several students remain highly resistant to initiatives to assist them to stop smoking.
|Leadership and management||Good|
The quality of leadership and management is good. The headteacher communicates a student-
centred ethos which is enthusiastically embraced by senior leaders and all staff. As a result
students achieve well. Responses to the staff survey indicated unanimous agreement that the staff
are proud to work at the school and included a commitment to its stated aim of ‘improving the
education, achievements and life chances of the students’.
The school has good evidence of annual self-evaluation whereby staff reflect upon what has
worked well and less well and to devise new priorities accordingly. The leaders acknowledge that
such evaluations, including performance management reviews, need to take more account of the
students’ academic outcomes. The recent improvements in mathematics are a good example of the
actions taken and the way forward for other subjects and are an improvement since the last
inspection. The school development plan also has relevant activities to take the school forward.
Staff have access to professional development that closely matches their subject needs, including
keeping up to date with the requirements of examination boards. Training to raise awareness of
autism has also been provided although the staff's knowledge of different specific learning
difficulties could be extended. The proprietor is supportive in ensuring that the vast majority of
regulations are met but acknowledges that leaders could be challenged more effectively about the
school's provision and students’ academic achievement.
The premises are well maintained and provide suitable accommodation for safe and effective
learning. The proprietor ensures that parents and carers receive the full range of information to
which they are entitled and that the complaints procedure meets all requirements. The proprietor
has ensured that all regulations for independent schools are met with one exception. The school
does not currently send to local authorities an annual account of income received and expenditure
in respect of students they fund. All required reports are written for parents, carers and others and
give information about students' behaviour but sometimes there is limited information about
What inspection judgements mean
|Grade 1||Outstanding||A school which provides an exceptional quality of education and |
significantly exceeds minimum requirements.
|Grade 2||Good||A school which provides a high quality of education that exceeds |
|Grade 3||Adequate||A school which meets minimum requirements but needs to |
improve the quality of education it provides.
|Grade 4||Inadequate||A school where minimum requirements are not met and/or the |
quality of education has serious weaknesses.
|Unique reference number||133477|
|DfE registration number||936/6581|
This inspection was carried out under section 162A of the Education Act 2002, as amended by
schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for
Education about the school’s suitability for continued registration as an independent school.
|Type of school||Day special school for students with behavioural, |
emotional and social difficulties
|School status||Independent school|
|Age range of pupils||11–18|
|Gender of pupils||Girls|
|Number of pupils on the school roll||12|
|Proprietor||Vivienne Spence |
(Cornerways Children’s Services Limited)
|Date of previous school inspection||May 2010|
|Annual fees (day pupils)||£40,368|
|Telephone number||01737 779578|
|Fax number||01737 771927|
|Email address||reveal email address|
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