School etc

Little Heath School

Little Heath School
Hainault Road
Little Heath

phone: 020 85994864

headteacher: Mr James Brownlie


school holidays: via Redbridge council

146 pupils aged 11—18y mixed gender

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 #

rooms to rent in Romford

Schools nearby

  1. 0.3 miles The Constance Bridgeman Centre RM64XT (26 pupils)
  2. 0.3 miles Ethel Davis School IG38XS
  3. 0.3 miles Redbridge College RM64XT
  4. 0.4 miles Grove Primary School RM64XS (564 pupils)
  5. 0.6 miles St Bede's Catholic Primary School RM65RR (472 pupils)
  6. 0.6 miles Newbridge School RM64TR (138 pupils)
  7. 0.8 miles Marks Gate Infants' School RM65LL (328 pupils)
  8. 0.8 miles Marks Gate Junior School RM65NJ (333 pupils)
  9. 0.9 miles Farnham Green Primary School IG38UY (622 pupils)
  10. 0.9 miles William Torbitt Primary School IG27SS (682 pupils)
  11. 0.9 miles William Torbitt Infant School IG27SS
  12. 0.9 miles The Chadwell Heath Foundation School RM64RS
  13. 0.9 miles Chadwell Heath Academy RM64RS (1236 pupils)
  14. 1 mile Barley Lane Primary School RM64RJ (741 pupils)
  15. 1 mile Barley Lane Junior School RM64RJ
  16. 1 mile Barley Lane Infant School RM64RJ
  17. 1.1 mile The Warren Comprehensive School RM66SB (1229 pupils)
  18. 1.1 mile Chadwell Primary School RM64EU (535 pupils)
  19. 1.1 mile Mountain Ash School RM64JA
  20. 1.1 mile The Warren Comprehensive School RM66SB
  21. 1.2 mile Warren Junior School RM66DA (466 pupils)
  22. 1.2 mile Eastcourt Independent School IG38UW (323 pupils)
  23. 1.2 mile Oaks Park High School IG27PQ (1554 pupils)
  24. 1.3 mile Furze Infants' School RM66ES (460 pupils)

List of schools in Romford

Little Heath School

Hainault Road, Little Heath, Romford, Essex, RM6 5RX

Inspection dates February 2014
Overall effectiveness This inspection: Good 2
Previous 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.

Inspection team

Robert Ellis, Lead inspector Her Majesty’s Inspector
Kate Robertson Additional Inspector

Full report

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.

Inspection judgements

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
    school’s work.
  • 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
    other agencies.
  • 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
    school’s work.
    Governors do not contribute sufficiently to the strategic direction of the school.

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 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.

School details

Unique reference number 102878
Local authority Redbridge
Inspection number 427155

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

Type of school All-through
School category Community
Age range of pupils 11–19
Gender of pupils Mixed
Number of pupils on the school roll 146
Appropriate authority The governing body
Chair Clive Rayner
Headteacher James Brownlie
Date of previous school inspection September 2010
Telephone number 020 8599 4864
Fax number 020 8590 8953
Email address reveal email: sch…


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