School etc

Greenvale School

Greenvale School
Waters Road

phone: 020 84650740

headteacher: Mrs Lynne Haines

school holidays: via Lewisham council

112 pupils aged 11—18y mixed gender

70 boys 62%


40 girls 36%


Last updated: June 18, 2014

— Community Special School

Establishment type
Community Special School
Establishment #
OSGB coordinates
Easting: 536370, Northing: 172177
GPS coordinates
Latitude: 51.432, Longitude: -0.039648
Accepting pupils
11—19 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 28, 2012
Region › Const. › Ward
London › Lewisham East › Whitefoot
Urban > 10k - less sparse
SEN priorities
VI - Visual Impairment
PMLD - Profound and Multiple Learning Difficulty~MLD - Moderate Learning Difficulty~ASD - Autistic Spectrum Disorder~BESD - Behaviour, Emotional and Social Difficulty~MSI - Multi-Sensory Impairment~Delicate Medical Problems [archived]~PD - Physical Disability~SpLD - Specific Learning Difficulty~SLCN - Speech, language and Communication
Special classes
Has Special Classes
Private Finance Initiative
Part of PFI
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Lewisham

Schools nearby

  1. 0.1 miles Adamsrill Primary School SE264AQ (570 pupils)
  2. 0.2 miles St Michael's Church of England Primary School SE264HH (227 pupils)
  3. 0.3 miles Haseltine Primary School SE265AD (502 pupils)
  4. 0.3 miles Brent Knoll School SE232XH (148 pupils)
  5. 0.3 miles Springfield Christian School SE64LP (94 pupils)
  6. 0.4 miles Our Lady and St Philip Neri Roman Catholic Primary School SE265SE (345 pupils)
  7. 0.4 miles Forest Hill School SE232XN (1409 pupils)
  8. 0.5 miles Perrymount Primary School SE232PX (271 pupils)
  9. 0.5 miles Kilmorie Primary School SE232SP (518 pupils)
  10. 0.5 miles Rose House Montessori School SE232UJ (21 pupils)
  11. 0.6 miles St George's CofE Primary School SE232NE (248 pupils)
  12. 0.6 miles Trinity School SE264ST
  13. 0.7 miles Athelney Primary School SE63LD (510 pupils)
  14. 0.7 miles Elfrida Primary School SE63EN (418 pupils)
  15. 0.7 miles Rathfern Primary School SE64NL (500 pupils)
  16. 0.7 miles St Bartholomews's Church of England Primary School SE264LJ (333 pupils)
  17. 0.7 miles Elfrida Infant School SE63EN
  18. 0.7 miles Life In London Uk SE233BA
  19. 0.8 miles Dalmain Primary School SE231AS (426 pupils)
  20. 0.8 miles Holy Trinity Church of England Primary School SE233HZ (186 pupils)
  21. 0.8 miles St William of York Catholic Primary School SE231PS (278 pupils)
  22. 0.8 miles Alexandra Junior School SE265DS
  23. 0.8 miles Allenby Tutorial Trust SE231AT
  24. 0.8 miles Allenby Primary School SE232DF

List of schools in Lewisham

School report

Greenvale School

Waters Road, London, SE6 1UF

Inspection dates 21−22 January 2015
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Leadership and management Outstanding 1
Behaviour and safety of pupils Outstanding 1
Quality of teaching Outstanding 1
Achievement of pupils Outstanding 1
Sixth form provision Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school

The headteacher, supported by governors and
The overall quality of teaching is outstanding.
Teachers’ planning is excellent and their use of
Throughout the school, reading, writing and
The teaching of communication has been a focus
Teachers and support staff work extremely well
The school promotes students’ spiritual, moral,
Most students enjoy attending school regularly. As
other leaders, has taken action to ensure that all
students make excellent progress and develop a
love of learning.
High expectations in classrooms ensure there are
no significant differences in the rates of progress
for different groups of learners.
information about students’ progress ensures
activities are set at the correct level of difficulty.
All groups of students make excellent progress.
mathematics are taught extremely well.
of the school and is now a strength. As a result of
effective training for staff, students’ skills in
speaking and listening have improved.
together, so that students learn in a calm and
friendly atmosphere.
social and cultural development extremely well.
Visits to interesting places help to develop their
self-confidence and social skills in new situations.
a result, attendance has increased over the last
three years and is higher than in special schools
Governors know the school extremely well and care
Students’ behaviour is excellent. Students feel safe
Students and parents are given regular training on
The sixth form is outstanding. Students achieve
The excellent range of subjects and activities on
Middle leaders, including those in charge of
deeply about how well students are doing. They
visit the school regularly and have an excellent
understanding of its performance. They are
confident in holding leaders to account to ensure
students achieve their potential.
and are polite and helpful, both in lessons and
around the school. This has a strong and positive
impact on their learning.
how students can stay safe when using the internet
and their mobile phones.
extremely well because they follow interesting
courses and are given excellent support that
prepares them well for the next stage of their lives.
offer provides students with a wealth of
opportunities that promote British values. Personal
development lessons promote tolerance and respect
for the views of others. This prepares students well
for meeting people from cultures, religious beliefs
and backgrounds other than their own.
subjects, play a key role in ensuring students make
exceptional progress. They are thoroughly involved
in checking the quality of teaching and sharing
ideas for improving literacy and numeracy.

Information about this inspection

  • Inspectors observed 14 lessons or parts of lessons, all of which were observed jointly with school leaders.
    A singing assembly was also observed.
  • Meetings were held with two governors, a representative from the local authority and school staff.
  • Inspectors observed the school’s work and looked at a number of documents. These included the school’s
    information on students’ progress, planning and monitoring documentation, the school improvement plans
    and its self-evaluation summary. Inspectors also reviewed safeguarding policies, records of checks on the
    suitability of staff and adults, and behaviour and attendance records.
  • Inspectors took account of the 15 responses to the Ofsted online questionnaire (Parent View). In addition,
    inspectors took account of the eight responses to a questionnaire for members of staff.
  • Inspectors talked to students about the school’s work and listened to some students reading in class.

Inspection team

David Scott, Lead inspector Additional Inspector
Jackie Blount Additional Inspector

Full report

Information about this school

  • Greenvale is a special school for young people with severe learning difficulties and/or profound and
    multiple learning difficulties. Around a third of students are in the sixth form.
  • Just under a half of all students have a diagnosis of autism, and one in five students has additional
    physical disabilities and complex medical conditions.
  • Almost all students are admitted from maintained schools in the borough. All students have a statement of
    special educational needs. Almost two thirds of the students are boys.
  • The proportion of students from minority ethnic heritages is above average. The proportion who are at the
    early stages of learning English as an additional language is also above average. Just over one in five
    students is of White British heritage.
  • Just under half of students are eligible for additional government funding known as the pupil premium.
    This proportion is above average. The funding is used to support students who are eligible for free school
    meals and children who are looked after by the local authority.
  • Around one in 10 students across the school is involved with the local Child and Adolescent Mental Health
    Services (CAMHS) as a result of their behavioural needs.

Sixth form students attend off-site training at Community Lewisham Education to study arts, crafts and life


What does the school need to do to improve further?

  • Increase further the range of accredited courses in the sixth form that develop students’ skills in
    preparation for adult life.

Inspection judgements

The leadership and management are outstanding
  • The headteacher is supported by a group of highly committed governors, senior leaders and middle
    leaders. They have ensured that all students are taught exceptionally well so that they make excellent
    progress, behave superbly and develop a love of learning.
  • Through a wide range of subjects, students are given many opportunities to gain knowledge and
    understanding and to develop their personal and academic skills. This helps them to make choices and
    decisions for themselves. Recently, three classes were established specifically for students with complex
    needs. This arrangement is already bearing fruit and resulting in faster progress, both for them and their
    peers in other classes.
  • Equality of opportunities is promoted extremely well and discrimination of any kind is not tolerated.
    Leaders use information on students’ progress effectively to ensure all groups achieve as well as they can
    so that no one falls behind. The well-planned use of additional government funding has ensured that
    disadvantaged students achieve as well as others in the school.
  • The imaginative programme of training and development for staff has ensured that the overall quality of
    teaching is outstanding. Leaders have ensured that staff are exceptionally well trained to support students
    with profound and multiple learning difficulties. Through the checks made by leaders on the teaching and
    the use of a rigorous process of setting targets for staff, the quality of teaching and the students’ progress
    have improved since the previous inspection. The assessment of staff performance and progression in
    staff salaries are closely linked to students’ progress.
  • The rich curriculum provides students with a wealth of opportunities. It promotes British values and fully
    prepares students well for life in modern Britain. Activities within the personal, social and health education
    programme promote tolerance and respect for the views of others. This helps to prepare students well for
    meeting people from different cultures, religious beliefs and backgrounds.
  • The school provides for students’ spiritual, moral, social and cultural development extremely well. Visits to
    the opera, raising funds for charity and singing carols on the South Bank help to develop their self-
    confidence and social skills when the students find themselves in new situations.
  • Middle leaders play a crucial role in ensuring students make outstanding progress. They are fully involved
    in checking the quality of teaching and share helpful ideas and plans for improving literacy and numeracy.
    They use their excellent understanding of information about students’ progress, effective team work and
    imaginative approaches to ensure that teaching continues to improve.
  • Students’ achievement, behaviour and attendance at the off-site training provision are rigorously checked
    so that senior leaders have a very clear view of each student’s progress.
  • The progress of students is regularly checked against that in other schools, both within the borough and
    nationally. As a result, staff have a very accurate view of students’ progress.
  • Careers guidance is provided from Year 8 onwards. As students move through the school they receive
    excellent advice to help them make choices and decisions about their futures. Work experience and
    college placements give further practical opportunities for developing self-esteem and life skills. As a
    result, students are exceptionally well prepared for the next steps in their school career and beyond.
  • The school is highly regarded by the local authority and, as a result, receives light touch support. The
    school improvement adviser has supported senior leaders well by checking their judgements on the quality
    of teaching and by providing helpful advice and training.
  • The attractive and well-designed accommodation provides a stimulating place for students to learn. There
    is no litter or graffiti. Students’ work and achievements are displayed and celebrated in classrooms and in
    corridors. An interactive room, a sensory garden and a hydrotherapy pool help students with physical
    disabilities and complex needs to be calm and relaxed so they can enjoy their learning.
  • Partnership working with parents is excellent. Various workshops, such as homework and college choices,
    enable parents to make sensible decisions about their children’s work and future. Of the parents who
    responded to the Parent View questionnaire, almost all were entirely positive. All parents said they would
    recommend this school to other parents.
  • Safeguarding has a high priority throughout the school. As a result, procedures to keep students safe and
    secure meet statutory requirements and are highly effective. Checks on all staff and governors are
    rigorous. Risk assessments for all aspects of the school’s work are of high quality.
  • The governance of the school:
    Governance is highly effective. Governors have extremely good knowledge of the school and care very
    much about how well students are doing. Each governor is attached to a class that they get to know
    very well. They visit the school regularly, speak with staff and students and receive reports from senior
    leaders, so that they have an excellent understanding of the quality of teaching.
    Governors are well informed and are able to interpret statistics and information concerning students’
    achievement, and how the school’s performance compares with that of similar special schools. They
    hold leaders to account for all aspects of the school’s performance and have been particularly active in
    the debate about the future of post-19 special provision.
    Members ensure that staff performance is rewarded appropriately, based on students’ progress and
    school priorities. They understand the overall process for setting targets for teachers well and ensure
    challenging targets are set.
    Financial resources are well managed and governors have ensured that additional government funding
    is spent effectively. This ensures that disadvantaged students achieve as well as others in the school.

Governors have ensured that all statutory requirements are met, including those concerning

safeguarding and child protection.

The behaviour and safety of pupils are outstanding


  • The behaviour of students is outstanding. They are polite and helpful, both in lessons and around the
    school. This has a strong and positive effect on their learning. Students across the school have excellent
    attitudes to learning.
  • A few students with complex and behavioural needs occasionally show challenging behaviour. This is dealt
    with calmly and effectively so that no learning time is lost.
  • Students are kind to each other and display high levels of care and consideration for others. They
    understand the different forms of bullying and those who spoke to inspectors said that it rarely occurs.
    Groups of students are given the opportunity for quiet time to reflect on their work and behaviour through
    the recently introduced ‘Mindfulness Project’. This helps them to relax and keep calm so that they are able
    to learn well.
  • Students enjoy school and attend regularly. As a result, attendance has risen over the last three years and
    is higher than in special schools nationally. It is almost in line with that of mainstream secondary schools.
    There have been no exclusions in the last year.
  • Students who attend the off-site training behave extremely well as a result of high expectations and clear
    guidance from staff.
  • The school’s work to keep students safe and secure is outstanding. Leaders have ensured that all staff,
    including new members, are well trained and kept up to date with welfare and safeguarding
  • The training and procedures for giving medication are excellent. Record keeping is thorough and clear,
    and monitored rigorously by health professionals.
  • Thorough risk assessments ensure that students feel safe and that their individual needs are fully taken
    into account, for activities both in and out of school.
  • The school provides students and parents with regular training on how students can stay safe whilst using
    the internet and their mobile phones. Parents who gave their views feel that their children are very well
    cared for and safe whilst at school.
The quality of teaching is outstanding
  • The overall quality of teaching over time is outstanding. None of the teaching in the school is less than
    consistently good.
  • High expectations in classrooms ensure all students widen their knowledge and understanding. As a result,
    there are no significant differences in the rates of progress for different groups of learners.
  • Teachers make excellent use of information about students’ progress to plan skilfully, ensuring that
    activities meet students’ needs, so that all groups make rapid progress. Activities are set at the right level
    of difficulty for individual students.
  • Throughout the school, reading, writing and mathematics are taught extremely well and this helps
    students to make outstanding progress. Teachers have an excellent understanding of students’ needs and
    regularly check their progress to help plan the next small steps in their learning. As a result, students
    become better equipped to make decisions and choices for themselves.
  • The teaching of communication has been a priority for the school and is now a strength. Staff have taken
    part in carefully planned training and make use of imaginative approaches to the teaching of speaking and
    listening. As a result, students’ skills in communication have improved considerably.
  • The school has invested extremely well in excellent resources to enable students to communicate more
    easily and to help them achieve their challenging targets.
  • Teachers and support staff work very well together so that students learn in a calm and friendly
    atmosphere. The staff review students’ learning at the end of the day in order to plan the next steps.
  • Teachers give helpful and immediate feedback to students in a variety of formats so that they know how
    well they are doing. Marking is thorough and gives appropriate advice about the next small steps to be
    taken and this helps students to improve their work.
The achievement of pupils is outstanding
  • Students enter the school with levels of skills that are typically very low because of their physical
    disabilities, complex needs and/or medical conditions. As a result of high-quality teaching, all students
    gain a nationally recognised qualification in a range of academic and work-related subjects.
  • School records show that, over time, students’ rates of progress have increased. To a large extent, this
    has been as a result of students developing the necessary social skills that enable them to relate well to
    others and participate in classroom activities.
  • Highly effective teaching ensures students make excellent progress in their literacy, writing and numeracy,
    and use these skills in other subjects.
  • Students with a diagnosis of autism, those with profound and multiple learning difficulties, and those with
    complex medical conditions all make excellent progress. Their needs are carefully assessed so that
    activities are set at the right level and modified if necessary.
  • All groups of students achieve equally well. Disadvantaged students achieve as well as, and in some cases
    better than, their peers in the school. This is because of the use of one-to-one specialist support and high
    quality resources. For example, communication aids and a variety of special therapies enable students to
    move ahead quickly in their learning.
  • Students from all different ethnic backgrounds achieve equally well, as do those new to learning English.
    This is because staff ensure each student has an individual learning programme that is tailored to his or
    her specific needs.
  • The most able students achieve extremely well because staff are highly skilled in nurturing their potential.
    This means they are constantly challenged and motivated to improve and to reach higher levels. For
    example, all the most able students are working within the early levels of National Curriculum, with some,
    achieving Bronze level in the Arts Award.
  • Students are not entered early for examinations.
  • Those students who attend off-site training achieve extremely well. This is because courses are chosen by
    the students and their progress is monitored rigorously.
The sixth form provision is outstanding
  • Sixth form students achieve extremely well. This is because they follow interesting courses, based on their
    individual needs, and are given excellent guidance that prepares them well for the next stage of their
    lives. All students proceed to local colleges in the area to take courses suited to their needs.
  • Teaching that is at least good, and often outstanding, ensures that work is set at the right level so that it
    stimulates students' interests and enthusiasm. Staff work well together to ensure students develop
    positive habits and a love for learning. Staff regularly review students’ progress so that more challenging
    targets can be set.
  • Students’ behaviour and safety are outstanding. Students regularly consider the needs of others. For
    example, they cook lunches as a class and undertake voluntary work by setting up tables for a senior
    citizens lunch club at the local church.
  • Increasingly, students are given opportunities to become more independent. For example, they take on
    posts of responsibility such as those of librarian or laundry assistants. They also contribute to the writing
    of their new Education Health Care Plans.
  • The sixth form school forum makes helpful recommendations about improving the running of the school.
    For example, students recently suggested that there should be a new school rule concerning the use of
    mobile phones. This has been adopted by the school.
  • The sixth form curriculum provides many opportunities to develop students’ literacy and numeracy skills
    well. As a result, students are regularly invited to contribute articles for the newsletter.
  • Students thoroughly enjoy studying the range of courses on offer. However, leaders are aware that there
    is scope to increase the range of accredited courses available that meets students’ specific needs, to
    prepare them even better for adult life.
  • Students are given excellent careers advice which supports decisions for their next steps well.
    Opportunities are given for students to participate in work experience, both in school and in the
    community. For this, students apply, are interviewed and are rewarded for the work they do.
  • Leadership in this area of the school is highly effective and students have a clear sense of direction
    regarding their future. This is due to the determination of the leader of the sixth form to find the right
    course for each student. Targets are ambitious and students rise to this challenge.

What inspection judgements mean


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
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.

School details

Unique reference number 100765
Local authority Lewisham
Inspection number 447898

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

Type of school Special
School category Community 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 111
Of which, number on roll in sixth form 46
Appropriate authority The governing body
Chair Henrii Webb
Headteacher Lynne Haines
Date of previous school inspection 28−29 February 2012
Telephone number 020 8465 0740
Email address reveal email: i…

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