Littledown School Closed - academy converter Sept. 30, 2013
phone: 01753 *** ***
headteacher: Mrs Jo Matthews
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- Close date
- Sept. 30, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 497632, Northing: 180543
- GPS coordinates
- Latitude: 51.515, Longitude: -0.59439
- Accepting pupils
- 5—12 years old
- Ofsted last inspection
- May 8, 2013
- Region › Const. › Ward
- South East › Slough › Central
- Urban > 10k - less sparse
- SEN priorities
- BESD - Behaviour, Emotional and Social Difficulty
- Special classes
- Has Special Classes
- Littledown School SL13QW (22 pupils)
- 0.3 miles James Elliman First School SL25BA
- 0.3 miles James Elliman Junior School SL25BA
- 0.3 miles James Elliman School SL25BA
- 0.3 miles Islamic Shakhsiyah Foundation SL25DN (126 pupils)
- 0.3 miles James Elliman Academy SL25BA (732 pupils)
- 0.3 miles Ditton Park Academy SL11YG
- 0.4 miles St Joseph's Catholic High School SL25HW (689 pupils)
- 0.5 miles Iqra Slough Islamic Primary School SL25FF (622 pupils)
- 0.6 miles Lea Nursery School SL25JW (130 pupils)
- 0.6 miles Lea Infant School SL25JW
- 0.6 miles Lea Junior School SL25JD
- 0.6 miles The Park School SL13JF
- 0.6 miles Willow Primary School SL25FF
- 0.6 miles Willow Primary School SL25FF (410 pupils)
- 0.7 miles St Ethelbert's Catholic Primary School SL25QR (437 pupils)
- 0.8 miles Baylis Court Nursery School SL13HS (112 pupils)
- 0.8 miles Godolphin Junior School SL13HS
- 0.8 miles St Mary's Church of England Primary School SL12AR (526 pupils)
- 0.8 miles Herschel Grammar School SL13BW
- 0.8 miles Evelyn Fox School SL12XA
- 0.8 miles Khalsa Primary School SL25QR (471 pupils)
- 0.8 miles Herschel Grammar School SL13BW (900 pupils)
- 0.8 miles Godolphin Junior School SL13HS (360 pupils)
Queen's Road, Slough, Berkshire, SL1 3QW
|Inspection dates||8–9 May 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| All groups of pupils, including those with |
Teaching is good which means that most
Behaviour is outstanding. Pupils really value
additional special needs and those from
minority ethnic backgrounds, achieve well
during their time at the school. Achievement
in English, mathematics and personal
development is good.
pupils make at least the progress expected of
them and often make good progress. Where
teaching is most effective, pupils are
challenged so that they work quickly and
extend their skills.
the 'points' system and there are many
excellent examples of pupils' behaviour
improving quickly once children start at the
school. Pupils say they feel safe.
| Strong leadership by the headteacher results in |
Efficient planning by the governing body
High quality training includes a strong focus on
Excellent behaviour support and training,
a clear vision and an accurate view of the
school’s performance. Leaders have maintained
the good outcomes since the last inspection.
means money is spent well for the benefit of
all groups of pupils, including those who are
known to be eligible for premium funding.
managing and improving the performance of
provided by the schools' outreach teams for
pupils from other Slough primary schools, has
resulted in no permanent exclusions of any
primary aged pupils across the borough for the
past few years.
| In a very few lessons teachers do not provide |
challenging enough tasks for each pupil and
at these times their learning dips.
| Monitoring by some middle managers and |
support for staff is not robust enough to bring
about further improvements in teaching.
Information about this inspection
- The inspector observed 10 lessons, all of them jointly with the headteacher. In addition, the
inspector listened to some pupils read and looked at samples of their work.
- Meetings were held with the headteacher, senior leaders and managers and pupils. A telephone
conversation was held with the Chair of the Governing Body, a local authority representative and
a headteacher from a local school that receives outreach behaviour support.
- The inspector observed the work of the school and looked at a number of documents, including
the school’s own information about pupils’ progress, planning and monitoring documents,
safeguarding information and pupils’ work.
- The inspector took account of the school’s own parent survey because there were too few
responses to the on-line survey (Parent View). The inspector also took account of the school's
own staff questionnaire responses.
|Denise Morris, Lead inspector||Additional Inspector|
Information about this school
- Littledown is a smaller-than-average-size special school for primary-aged pupils with challenging
behaviour, social and emotional difficulties. Many pupils also have associated learning difficulties,
predominantly because of past absences from school.
- A few have additional special educational needs, mainly autism spectrum disorders.
- The proportion of pupils eligible for the pupil premium (additional funding for those known to be
eligible for free school meals, those looked after by the local authority and those from service
families) is high.
- Most pupils are White British but a few come from ethnic minority backgrounds, although no
pupils speak English as an additional language. There are far more boys than girls.
- The school provides outreach behaviour support to many local primary schools.
- The school provides a three-week course, six times a year, for local primary children who are in
danger of being excluded from their mainstream schools.
- Mobility into and out of the school is high.
What does the school need to do to improve further?
- Ensure that all pupils are always challenged by the work they are set so that they maximise their
achievement in every lesson by:
planning tasks that fully meet the varying needs and abilities of each pupil in the class
establishing robust mentoring and monitoring processes of teaching and learning by all middle
|The achievement of pupils||is good|
- Pupils achieve well from typically low starting points. By Year 6 the vast majority has made the
progress expected of all pupils nationally. Pupils improve their learning and behaviour during
their time at the school, making good progress in English and mathematics, and in their personal
- Progress in reading and writing is good. Pupils read regularly and were keen to read to the
inspector. They explained that when they have completed three hours of reading over a period
of time they receive a voucher to spend on a book to take home. They really value this
incentive. A boy in Year 3 said that he bought a sticker book with his voucher which was 'really
good'. Older pupils use their writing skills well in the range of subjects that they study.
- Pupils make the best progress in mathematics. They enjoy the practical aspects of the subject in
particular. This was evident in Year 4 where pupils were practising division of numbers. Because
of the teacher’s clear explanations and a well-chosen demonstration, pupils were able to quickly
make the link between division and multiplication, working with good accuracy on the
challenging tasks set.
- Good achievement is also evident in Reception and Year 1 where high expectations lead to work
that stretches pupils as they use 'junk' to make sculptures. Showing his work at the end of the
session to the class, one boy said 'I have used cylinders and cuboids in my model.' This reflects
effective use of learning in one subject to support learning in another, as well as good
knowledge of three-dimensional shapes.
- Pupils have experiences that develop skills that will help them in the future. For example, they
all have the opportunity to learn to swim, attend 'bikability' training, learn about banking and
take part in transition courses before going on to secondary schools.
- Just occasionally, a few pupils do not achieve as well as they should because tasks are not
planned well enough to meet their own abilities and interests or to extend their understanding
and skills. At these times the level of challenge is not sufficient to promote the progress
- Those known to be eligible for the pupil premium achieve equally as well as other pupils, and
sometimes better in English and mathematics, because the extra funding is used well to employ
additional staffing to support the specific learning needs of pupils.
|The quality of teaching||is good|
- Very positive relationships and effective support across the school means that lessons are calm
with a good work ethos. Routines are clear so that pupils know what is expected of them.
- Excellent strategies are in place to manage the behaviour of the few pupils who find learning
difficult because they are relatively new to the school. Once pupils are settled, behaviour
improves quickly because of the very positive way that teachers use the 'points' system to
motivate and encourage learning.
- Teachers regularly extend pupils' skills through high quality demonstrations so that pupils know
precisely what they need to do to learn successfully. For example, in a phonics (matching letters
to the sounds they make) session for pupils in Years 3 to 6, the teacher and the teaching
assistants used visual signs to show how using two vowels together can sometimes change the
sound that they make. This strategy helped pupils to build their understanding and improve their
- Outstanding teaching in a few classes enables pupils to make excellent progress in their learning
and their behaviour. Very effective questioning and the use of an emotive video in a Year 6
lesson enabled pupils to develop very high levels of empathy and show respect for others.
- Strong teaching by the outreach team was clearly evident in a training session for pupils from
seven other local schools who improved their self-esteem and confidence in talking aloud as they
shared their feelings about a poem they read with a local poet.
- The quality of assessments has improved since the last inspection and pupils’ work is now
accurately marked with helpful comments pointing out next steps. Teaching assistants are used
well to promote pupils’ learning, concentration and improvement.
- In a very few lessons teachers do not plan sufficiently challenging tasks that fully meet the
varying needs and abilities of the pupils in the class. As a result, a few pupils do not always
achieve as well as they might.
|The behaviour and safety of pupils||are outstanding|
- Pupils are referred to Littledown because of their social, emotional and behavioural difficulties
which have led them to the brink of exclusion from their mainstream schools. Case studies show
that pupils' behaviour improves very quickly once pupils start because of the school’s excellent
approaches, and many pupils have turned their lives around during their time there.
- Pupils told the inspector that there is very little bullying or teasing and that any bullying is
quickly dealt with. They say they feel very safe. Records show that behavioural and racist
incidents have decreased rapidly over the past few years.
- Pupils say that they enjoy school. They really like the points system and identify that this helps
them to try to manage their own behaviour positively. The success of the approach was evident
during the inspection when pupils were observed reminding others about the possibility of losing
points. They know that if they acquire enough points they will have a trip on Fridays to places
such as the ice-skating rink or an adventure site.
- Pupils say that they like this school because 'people listen to them'. This is evident in their
rapidly rising attendance, which is now above average in relation to other special schools.
- Pupils’ spiritual, moral, social and cultural development is extremely well promoted through the
curriculum, enabling pupils to develop good levels of responsibility for themselves as well as
respect for adults and other pupils. They value having a say in the life of the school through
their membership of the school council and the eco council.
- Some excellent work-related opportunities for older pupils prepare them very well for the next
stage of their education. These include an Enterprise Day where they get involved in
construction and building, car mechanics or cooking with a local food chain. Pupils also work on
the school allotment and leaders of the local Sikh and Muslim communities regularly visit the
school and share their experiences, helping to extend pupils’ awareness of different faiths and
|The leadership and management||are good|
- The headteacher, effectively supported by the deputy headteacher and the governing body, has
successfully built on the school’s previous good performance to further improve pupils’
attendance, behaviour and achievement over the past three years.
- Parents and carers are pleased with the school and agree that their children achieve well.
- Good use of the national standards for teaching shows that leaders are committed to developing
the skills of teachers so that they can improve, progress up the pay scale, and seek promotion.
There are several good examples across all staff groups of how high quality training has
improved opportunities and promotions.
- Rigorous training in the management of behaviour means that there is a consistent approach
across the school with all staff using the same strategies. As a result, pupils know and
understand what is acceptable and what is not, leading to their excellent behaviour and the
calm, purposeful learning environment.
- The school is well supported by the local authority, which recognises the improvement the
school is making to the lives of many different pupils. Local headteachers highly value the
school’s work. This is because the school’s leadership has a wide role across the authority
involving improving behaviour and maintaining low levels of fixed term exclusions in comparison
with many other local authorities.
- Middle managers are developing their leadership and management skills well, but a few are new
to their roles and are not yet quite as effective in their monitoring and teaching support roles as
- The curriculum has been strengthened and now meets the needs of pupils well. Additional
experiences such as the Friday trips, the residential opportunities for pupils in Year 6 and the
new focus on the development of the eco council and ‘Pupil Voice’, all engage pupils well. These
initiatives are motivating pupils to come to school every day. School leaders manage the
successful outreach provision and the high quality training classes for pupils from mainstream
schools very well, ensuring success for many other pupils in the borough.
- Leaders make sure that all pupils have equal opportunities, as shown by the good progress
made by the high number of pupils who receive additional support funded by the pupil premium.
- Safeguarding procedures are extremely thorough and meet all requirements. Pupils agree that
the school keeps them very safe and promotes their outstanding behaviour extremely well.
- The governance of the school:
The governing body is supportive and provides effective direction to the school. Members are
fully involved in all aspects of leadership, including monitoring teaching, learning and
behaviour. They manage the school’s finances well and make sure that money allocated for
pupils eligible for pupil premium funding is focused on enhancing their achievement. The
money spent on support staff both benefits these pupils’ behaviour and ensures their progress
is at least as good as their classmates. Governors make sure that good teachers and staff are
rewarded through the school’s management structure for staff performance. There are
compelling examples of where staff have been rewarded financially for good or better
performance and, in contrast, where underperformance has been eradicated through effective
training and support.
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||110188|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Special|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||25|
|Appropriate authority||The governing body|
|Date of previous school inspection||24–25 May 2010|
|Telephone number||01753 521734|
|Fax number||01753 575338|