Little Heath School
phone: 020 85994864
headteacher: Mr James Brownlie
100 boys 68%
45 girls 31%
Last updated: June 18, 2014
— Foundation Special School
- Establishment type
- Foundation Special School
- Establishment #
- OSGB coordinates
- Easting: 546878, Northing: 189381
- GPS coordinates
- Latitude: 51.584, Longitude: 0.11857
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 11, 2014
- Region › Const. › Ward
- London › Ilford North › Aldborough
- Urban > 10k - less sparse
- SEN priorities
- ASD - Autistic Spectrum Disorder
- MLD - Moderate Learning Difficulty~Delicate Medical Problems [archived]
- Special classes
- Has Special Classes
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- 0.3 miles The Constance Bridgeman Centre RM64XT (26 pupils)
- 0.3 miles Ethel Davis School IG38XS
- 0.3 miles Redbridge College RM64XT
- 0.4 miles Grove Primary School RM64XS (564 pupils)
- 0.6 miles St Bede's Catholic Primary School RM65RR (472 pupils)
- 0.6 miles Newbridge School RM64TR (138 pupils)
- 0.8 miles Marks Gate Infants' School RM65LL (328 pupils)
- 0.8 miles Marks Gate Junior School RM65NJ (333 pupils)
- 0.9 miles Farnham Green Primary School IG38UY (622 pupils)
- 0.9 miles William Torbitt Primary School IG27SS (682 pupils)
- 0.9 miles William Torbitt Infant School IG27SS
- 0.9 miles The Chadwell Heath Foundation School RM64RS
- 0.9 miles Chadwell Heath Academy RM64RS (1236 pupils)
- 1 mile Barley Lane Primary School RM64RJ (741 pupils)
- 1 mile Barley Lane Junior School RM64RJ
- 1 mile Barley Lane Infant School RM64RJ
- 1.1 mile The Warren Comprehensive School RM66SB (1229 pupils)
- 1.1 mile Chadwell Primary School RM64EU (535 pupils)
- 1.1 mile Mountain Ash School RM64JA
- 1.1 mile The Warren Comprehensive School RM66SB
- 1.2 mile Warren Junior School RM66DA (466 pupils)
- 1.2 mile Eastcourt Independent School IG38UW (323 pupils)
- 1.2 mile Oaks Park High School IG27PQ (1554 pupils)
- 1.3 mile Furze Infants' School RM66ES (460 pupils)
Little Heath School
Hainault Road, Little Heath, Romford, Essex, RM6 5RX
|Inspection dates||February 2014|
|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:
| As a result of good teaching, pupils make |
The range of subjects and activities offered
School leaders closely check and assess each
good progress in relation to their various
starting points and capabilities.
by the school in Key Stages 3 and 4 is
adapted well to meet the needs of pupils,
with a strong emphasis on developing
language and communication skills.
aspect of the school’s work and ensure that
standards of teaching and pupils’
performance continue to improve.
| The management of behaviour is consistently |
Pupils report they feel safe and enjoy learning,
The school promotes pupils’ spiritual, moral,
good. Positive relationships between staff and
pupils make a strong contribution to pupils’
a view confirmed by parents, carers and staff.
social and cultural development particularly
| The governing body is supportive but |
governors do not provide a sharp enough
challenge to school leaders and do not
contribute sufficiently to the strategic
direction of the school.
| The sixth form is expanding and further |
changes are required to ensure that provision
meets the needs of the increasing proportion
of sixth form students who have complex
Information about this inspection
- Inspectors observed the school’s work and looked at a number of documents, including
information on pupils’ current progress, self-evaluation documents, checks carried out by leaders
on teaching, and records relating to behaviour, attendance and safeguarding.
- Inspectors visited 18 lessons, including five that were observed jointly with members of the
senior leadership team.
- Inspectors met with two groups of pupils. They listened to pupils read aloud and talked to them
about their work.
- They discussed the work of the school with senior leaders, members of the governing body and
a local authority representative.
- The inspection team reviewed the responses to 64 staff questionnaires completed during the
inspection. They also listened to the views of a range of school staff.
- The team took account of the 14 responses to the online questionnaire, Parent View, and a
written response from a parent or carer.
|Robert Ellis, Lead inspector||Her Majesty’s Inspector|
|Kate Robertson||Additional Inspector|
Information about this school
- Little Heath is a small special school catering for pupils who have moderate to severe learning
difficulties. The proportion of pupils who have complex needs has increased in recent years.
- All pupils have a statement of special educational needs.
- Pupils come from a range of ethnic backgrounds with the greatest proportions being from White
British or Asian heritages.
- Most pupils speak English as their main language.
- Around two thirds of pupils are boys.
- The proportion of pupils eligible for the pupil premium is above average.
What does the school need to do to improve further?
- Improve sixth form provision by:
ensuring efficient use is made of the new sixth form accommodation
building on improvements to the sixth form curriculum to ensure the needs of all sixth form
students are met, particularly those with more complex needs
providing sixth form students with more opportunities to have leadership responsibilities and
greater involvement with the rest of the school.
- Improve governance by:
undertaking an external review of governance and acting on its recommendations so that the
governing body provides rigorous challenge to school leaders
agreeing a protocol for governors’ visits to the school
strengthening the governing body’s role in the strategic direction of the school.
|The achievement of pupils||is good|
- Pupils make consistently good progress in most classes. Scrutiny of pupils’ work and school
information shows all groups of pupils are progressing equally well over time. Progress is
strongest at Key Stage 4.
- As pupils progress through the school, their language and communication skills improve. Lessons
are very inclusive and all pupils are enabled to contribute to discussions regardless of their
barriers to communication. Staff encourage pupils to develop and apply their skills in verbal,
signed or symbolic forms of communication.
- Pupils supported by the pupil premium make progress in line with that of their peers in school.
Pupils who do not have English as their first language also make good progress.
- Additional funding, including the pupil premium, is used to provide support and resources for
pupils who have fallen behind or are at risk of falling behind.
- The excellent progress that pupils make in their personal, social and moral development is a
particular strength of the school. Pupils enjoy learning to learn, play and communicate with each
other and are polite and welcoming to visitors.
- Progress in English and mathematics is good because pupils are provided with good
opportunities to practise their skills in activities which are as close to real-life situations as
- Despite the increasingly complex needs of sixth form students, most make at least expected
progress in relation to their starting points and capabilities.
- An increasing proportion of pupils gain external accreditation for their learning. More-able pupils
are encouraged to take GCSE examinations in a broadening range of subjects.
|The quality of teaching||is good|
- Teaching across the school is typically good with elements that are outstanding. This good
teaching promotes positive attitudes to learning in all pupils. Mutual respect and high
expectations foster good achievement.
- Teachers know their pupils well and provide a wide range of stimulating and interesting activities
which are carefully matched to the needs and starting points of each individual pupil. This
ensures that all achieve well.
- Strong partnerships between teachers and other adults in the classroom ensure that pupils get
the right level of challenge and support throughout lessons.
- Adults in the classroom use questioning well to help pupils develop their understanding and to
test if pupils are ready to move on or need further support.
- Teachers and other adults who support learning work closely with outside agencies to ensure
pupils’ barriers to learning are overcome.
- Established routines in classrooms ensure pupils know what is expected of them. In a few
lessons, time is lost when pupils move between activities because these transitions are not
organised well enough.
- In lessons, whole-class activities are carefully structured so that all pupils can be active
participants in the learning activity during these sessions. However, in a small minority of
lessons, whole-class activities are not as well planned for and do not promote learning for all
pupils consistently well.
- Teachers use a range of visits to places of interest and visitors to enhance learning and to give
pupils experiences of life outside the school community. Pupils enjoy the opportunity to learn to
sail at a local centre.
- Pupils are prepared well for the next phase of their education and for moving into adult life.
Most go on to further study or training when they leave the school.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Many pupils enter the school with highly complex needs and
very low prior attainment. Their behaviour and any other difficulties are managed well and pupils
receive good care and guidance to help them develop the skills they need to be successful in
their learning and personal development.
- Most pupils demonstrate positive attitudes in lessons and enjoy the various learning activities
they participate in. Pupils and staff regularly celebrate pupils’ achievements. Pupils respond to
instructions and usually require little more than gentle encouragement to ensure they do what is
expected of them.
- Pupils are aware of the impact of their behaviour on others and generally respond positively to
the good opportunities they are given to socialise with others.
- The playgrounds and public areas are calm and orderly. Pupils who find interacting with others
in larger groups and less structured activities more challenging have opportunities to attend
supervised clubs and activities where they feel more secure.
- Staff deal efficiently with any issues that might arise. Pupils say they are confident that staff
would listen to them if they had a problem and that any concerns they raise are given due
consideration and successfully resolved.
- Pupils say there is very little bullying and this is confirmed by the school’s behaviour logs, which
are well kept. Most parents, carers and staff judge that behaviour is good.
- Pupils are taught about how to be safe both in and outside school. Pupils who spoke with
inspectors were clear about the importance of road safety and pupils paid close attention to an
assembly on safer internet use.
- Pupils’ views are represented by the school council and are collected as part of the school’s
annual review process.
- Sixth form students are involved in a recycling scheme but their role in wider school life is
limited. There are too few opportunities for them to undertake leadership roles within the school
community, other than as representatives on the school council.
- Attendance is just below the national average and improving. The school has effective systems
and procedures to challenge and support pupils who do not attend regularly.
- The school environment is a safe and secure place for pupils to learn. Pupils say they feel safe
and their parents and carers agree. The impact of the school’s work to keep pupils safe and
secure is good.
|The leadership and management||are good|
- Leadership and management are good because the senior leadership team has a clear and
accurate view of the school as a result of careful tracking and monitoring of all aspects of the
- A rigorous and effective approach is taken to the monitoring and development of teaching. Pay
progression is closely linked to the quality of teaching and the impact this has on pupils’
performance. The improving profile of teaching demonstrates good capacity for further
- The school has good systems to monitor pupils’ progress and targets are challenging but
achievable. Where pupils are not on track to achieve their targets, additional support is provided
to help them catch up.
- The school has strong links with other schools and has an extensive outreach service which
provides specialist support for disabled pupils, those with special educational needs and their
teachers. The school also works closely with parent and carer groups, the local authority and
- Subject leaders play an active part in promoting improvement in their areas of responsibility.
Staff have regular training to ensure they can improve their practice. Most staff were positive
about these development opportunities but some support staff who responded to the inspection
questionnaire felt that their training needs were not met.
- There is a good range of interesting and stimulating activities for students in Key Stages 3 and 4
with a strong emphasis on developing communication and language skills. Leaders are aware of
the need to build on improvements to the sixth form curriculum to make sure that it meets the
needs of all students, particularly those who have more complex needs.
- Pupils’ spiritual, moral, social and cultural development is good. The school provides a good
range of opportunities for pupils to learn about other cultures and religions and there are links
with schools in other countries to support learning about pupils’ own and other societies.
- Pupil premium funding has been used appropriately to: fund individual and group music therapy
which supports pupils with specific emotional difficulties; provide a support adviser to aid
improvement to attendance and communication with parents and carers; and provide a range of
activities to enhance community involvement and social interaction.
- Accommodation is adequate and a new sixth form centre has recently been built but is not yet in
use. The school has a variety of different buildings which have been added to over time. Some
of the accommodation limits the range of activities which can be undertaken, particularly for
those pupils who have autistic spectrum disorders.
- Parents and carers are kept informed about matters which affect their child. A parent/pupil
support adviser works with individual pupils and families as appropriate.
- The governance of the school:
Governors support the school and ensure that safeguarding systems meet current
requirements. They monitor and approve the performance management of staff and ensure
that finances are managed well. Governors do not rigorously monitor all aspects of the
school’s work. They are too reliant on information provided by the headteacher. Governors
visit the school but there is no agreed protocol for these visits and, although these are
reported verbally at full governing body meetings, there are no consistent written records of
these visits. This limits the impact of the governors’ work in monitoring the quality of the
Governors do not contribute sufficiently to the strategic direction of the school.
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||102878|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||All-through|
|Age range of pupils||11–19|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||146|
|Appropriate authority||The governing body|
|Date of previous school inspection||September 2010|
|Telephone number||020 8599 4864|
|Fax number||020 8590 8953|