Grange Park School
phone: 01732 882111
headteacher (acting): Mr Robert Wyatt
85 boys 88%
10 girls 10%
Last updated: June 20, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- Open date
- Sept. 1, 2009
- Reason open
- New Provision
- OSGB coordinates
- Easting: 561065, Northing: 158159
- GPS coordinates
- Latitude: 51.3, Longitude: 0.30897
- Accepting pupils
- 11—19 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 21, 2012
- Region › Const. › Ward
- South East › Tonbridge and Malling › Wrotham
- Hamlet and Isolated Dwelling - less sparse
- SEN priorities
- ASD - Autistic Spectrum Disorder
- MLD - Moderate Learning Difficulty~SLD - Severe Learning Difficulty
- Special classes
- Has Special Classes
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- 0.1 miles Wrotham School TN157RD
- 0.1 miles Wrotham School TN157RD (758 pupils)
- 0.5 miles Borough Green Primary School TN158JZ (313 pupils)
- 0.8 miles St George's Church of England Voluntary Controlled Primary School TN157DL (195 pupils)
- 0.9 miles Platt Church of England Voluntary Aided Primary School TN158JY (130 pupils)
- 1.7 mile Ightham Primary School TN159DD (202 pupils)
- 2.4 miles Trottiscliffe Church of England Primary School ME195EB (76 pupils)
- 2.6 miles Stansted Church of England Primary School TN157PH (56 pupils)
- 2.6 miles Apple Tree Cottage School TN150ES
- 3 miles Offham Primary School ME195NX (206 pupils)
- 3 miles Plaxtol Primary School TN150QD (92 pupils)
- 3 miles Vigo Village School DA130RL (182 pupils)
- 3.1 miles St Lawrence Church of England Primary School TN150LN (84 pupils)
- 3.4 miles Culverstone Green Primary School DA130RF (197 pupils)
- 3.4 miles West Kingsdown Infant School TN156JP
- 3.4 miles West Kingsdown CofE Junior (Controlled) School TN156JP
- 3.4 miles West Kingsdown CofE VC Primary School TN156JP (157 pupils)
- 3.4 miles Shalom Place TN156YA
- 3.4 miles West Kingsdown CofE VC Primary School TN156JP
- 3.5 miles Kemsing Primary School TN156PU (206 pupils)
- 3.5 miles Oak Bank School TN150LE
- 3.7 miles Birtley House Independent School TN156AY (20 pupils)
- 3.9 miles Ryarsh Primary School ME195LS (191 pupils)
- 3.9 miles Knole Development Centre TN150JR
Grange Park School
Borough Green Road, Wrotham, Sevenoaks, TN15 7RD
|Inspection dates||21–22 November 2012|
|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
| The school has improved since its last |
Teaching and learning have improved
The sixth form is good. Sixth form students
The school has introduced rigorous checks on
inspection, and students from all backgrounds
now achieve well thanks to good teaching.
because senior staff identify weaknesses and
provide good training for staff which has had
a significant impact.
make good progress and are given
increasingly good opportunites to prepare for
life after school.
learning that provide a clear picture of all
| Students are extremely well cared for. They |
Systems of monitoring and evaluation by
The headteacher, with the acting deputy
Students’ attendance improves significantly,
Parents and carers appreciate how well
feel secure and appreciated as individuals.
Students’ behaviour improves from the day
they start and is now typically good.
school leaders and governors are robust and a
clear plan is in place to drive improvement.
headteacher, gives a very strong direction to
the work of the school.
often from a low starting point on admission.
students are supported and the school’s
reputation is good, and growing.
| In a small number of lessons, teaching is not |
Governors do not capitalise on their formal
good enough to ensure that pupils are
challenged all of the time and develop skills
to learn on their own.
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
Information about this inspection
- Inspectors observed 15 lessons or parts of lessons, taught by 10 teachers. Some were joint
observations with senior leaders.
- They met with representatives of the governing body and members of staff.
- The lead inspector held a discussion with a representative of the local authority.
- Inspectors took account of the 15 responses to the online Parent View survey and held informal
discussions with some parents and carers.
- They observed the school’s work, and looked at school documentation, including data on
students’ progress, individual education plans, evidence of self-evaluation and monitoring
records, and arrangements for safeguarding.
- Inspectors analysed questionnaire responses from 26 members of staff.
|David Marshall, Lead inspector||Additional inspector|
|Jackie Blount||Additional inspector|
|Andrew Lyons||Additional inspector|
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.
- The large proportion of students is of White British heritage.
- An above average proportion of the students are known to be eligible for the pupil premium.
This is additional funding provided to support pupils entitled to free school meals among others.
What does the school need to do to improve further?
- Raise the quality of teaching from good to outstanding, by sharing the best practice so that:
all teachers plan and deliver lessons that are challenging for all students
students are consistently provided with activities which engage them actively in their
learning and help them to learn on their own
all teachers use questioning to challenge students effectively and all lessons are
delivered at a fast and efficient pace to maximise learning.
- Use the governors’ current systems to establish a common purpose in their visits to check that
planned improvements are taking place and having the desired impact on students.
|The achievement of pupils||is good|
- Although there are variations, students enter the school with standards that are well below
expectations for their age.
- All students receive a very good start on entry to the school as assessments of what they know
and can do are rigorous and integration plans, with supportive care, are very well thought out.
This means they settle quickly.
- Observations of lessons during the inspection confirmed that, throughout the school, all groups
of students are taught well and make good, and sometimes outstanding, progress towards the
clear and challenging targets in their individual education plans. Students gain an improved level
of self-esteem due to the committed relationships they have with adults and the sensitive way in
which their needs are met through one-to-one support.
- Students’ reading, writing and speaking skills progress well in most subjects in Key Stages 3 and
4 through their individual learning plans. As their confidence grows they grasp the chance to use
mathematics in other subjects and do so increasingly well.
- Given their starting points, the achievement of students in the sixth form is good. In the sixth
form lessons observed teachers’ expectations of pupils were high, but realistic. Students got
unstinting support, and achieved very well, persevered and showed their developing critical
- There is some variation in students’ achievement between subjects in the sixth form, but these
gaps are closing rapidly due to the school’s effective improvement strategies. The school has
steadily increased the opportunities on certified courses, and all school leavers this year are
going on to employment opportunities, or to study academic or vocational subjects at local
colleges. These moves to further education or employment are being very carefully planned and
- The additional funding for students eligible for the pupil premium has been spent effectively by
the school on in-class support from teaching assistants and out of classroom interventions
involving one-to-one progress review discussions. As a result, this group of students is making at
least good progress.
- Parents and carers strongly agree that their children are achieving well, and now enjoy their
|The quality of teaching||is good|
- Teaching across the school is good over time and some is of high quality, enabling students to
make at least good progress.
- In the best lessons, teachers use their high levels of expertise to good effect in fostering
excellent learning habits and developing students’ resilience and independence. Regular and
accurate assessment ensures that these teachers know their students well and set work that is
pitched at the right level of challenge. These lessons are typically delivered at a demanding
pace, and teachers use questioning extremely well to help students improve their thinking skills
and test out what they have understood.
- In the large majority of lessons teachers make effective use of a range of practical activities and
a variety of high-quality resources to engage and motivate students. In these lessons, students
of all abilities are active participants in their learning. The lessons in the sixth form were of a
consistently high quality.
- Teachers are provided with clear and helpful information regarding the specific learning needs in
relation to students’ particular special educational needs. A range of teaching strategies is used
to support students including small-group work. One of the most effective of these is the in-class
support by specially trained teaching assistants who use their expertise to help students learn
- In lessons where teaching was less effective there was a tendency for teachers to spend too
long giving instructions. Teachers talked for too long and tasks were not sufficiently well
matched to the ability of individual students. This slowed the pace of learning and limited
opportunities for students to develop the skills needed to learn on their own.
- Very occasionally questioning was only used to check students’ knowledge, and answers only
required one or two words. Opportunities were missed to fully explore students’ understanding
and deepen their thinking skills.
- The school has a strong focus on developing students’ language and communication skills.
Consequently, students’ literacy development is planned for and promoted well in most lessons.
For example, in a Year 8 PHSE lesson students were encouraged to think deeply about bullying
and what it meant to them. The range of well-articulated responses was stunning.
- Students get to know their targets and how well they are doing. Their work is marked regularly
and they are given helpful advice about how to move from one level or grade to another.
|The behaviour and safety of pupils||are good|
- As a result of the carefully constructed individual learning programmes and exemplary care,
behaviour and safety and pupils’ personal development and well-being are good throughout the
school, including in the sixth form.
- Students enjoy positive and supportive relationships with all staff members.
- The school places a strong emphasis on the implementation of thorough and practical behaviour
plans. As a result, and as the detailed school records show, the behaviour of students improves
considerably over time, although as they themselves admit, this is a challenge at times.
- During the inspection, students consistently demonstrated positive attitudes to learning and their
developing social skills. This was very evident in the well-organised and very happy lunchtimes
where the students are given both freedom to choose and guidance on how to respond.
- Students acquire a good and much improved awareness of how to keep themselves and others
safe. Many said they are confident that if any issues or concerns around bullying did arise, they
would be dealt with swiftly and sensitively. Their knowledge and understanding of the effects of
cyber bullying were impressive.
- Despite the number of medical conditions some students have, their attendance overall is above
average, reflecting their enjoyment of school.
|The leadership and management||are good|
- The headteacher, senior leaders and governors aspire to excellence and are committed to
ensuring that students are given every chance to achieve their potential both personally and
academically. The good quality provision across all of its sites successfully promotes equality of
opportunity and tackles any form of discrimination well.
- The school uses the pupil premium effectively to improve access to the curriculum for
disadvantaged students by the provision of additional staff and to focus on students’ own
knowledge of their progress through one-to-one discussions.
- The school understands well its own strengths and where improvement is still required, and is
effective in using this information to develop its well-conceived priority action plans. This,
together with a track record of improvement since the last inspection, demonstrates its good
capacity to continue improving.
- The leaders demonstrate skilful management of the performance of teachers. There is a high
level of professional support for all staff which is linked closely to performance management in
order to improve their practice. Accountability systems are strong and weaker teaching has been
tackled vigorously. There is no automatic progression on the pay scale. The headteacher and
governing body have established procedures to ensure that teachers continue to sustain an
appropriate quality of teaching according to previous pay decisions.
- The leaders undertake frequent and useful monitoring of lessons and feed back helpfully and
accurately to staff on what has gone well and where further work is required.
- Through the particular focus of the deputy headteacher, the school has upgraded its
procedures for tracking and reporting on students’ progress across all the sites and there is
increasingly detailed and accurate information on how well individuals and groups are
- The local authority has very effectively supported the school since its last inspection by providing
ongoing monitoring and very carefully considered guidance.
- The school has a very thorough approach to safeguarding and the governors have ensured
that requirements in this area are fully met on all the sites. Staff are watchful at all times and
provide a high standard of care for the students.
- There is a trusting and highly effective partnership between the school and the students’
families. There is weekly, and often daily, contact with parents or carers, particularly focusing
on their children’s behaviour, and parents and carers are delighted that staff more often than
not convey positive news about their children’s progress.
- The school successfully provides a relevant, accessible and enjoyable curriculum that promotes
students’ spiritual, moral, social and cultural development well.
- The governance of the school:
The governing body is fully involved in all school processes, checking decisions and
requesting explanations where necessary. It holds the school to account in a challenging
but supportive manner by asking probing questions when presented with documents
and reports, and regularly scrutinising the school’s work by analysing the performance of
students. Although governors know the school well, there are missed opportunities on
governors’ visits for them to make a contribution through their focused monitoring of
initiatives. They ensure that pupil premium funding is spent effectively on one-to-one
discussions or additional support in lessons. Their involvement in performance
management underpins the school’s strong capacity for further improvement. This
includes ensuring that there is a clear link between how well pupils achieve and how
well staff are paid.
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||119051|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Special|
|Age range of pupils||11–19|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||89|
|Of which, number on roll in sixth form||32|
|Appropriate authority||The governing body|
|Date of previous school inspection||5–6 May 2010|
|Telephone number||01732 882111|
|Fax number||01732 848004|