St Clare's School
phone: 01332 511757
headteacher: Mrs Carmel McKenna
55 boys 61%
35 girls 39%
Last updated: June 19, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- OSGB coordinates
- Easting: 432076, Northing: 334993
- GPS coordinates
- Latitude: 52.911, Longitude: -1.5245
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 23, 2013
- Region › Const. › Ward
- East Midlands › Derby North › Littleover
- Urban > 10k - less sparse
- MLD - Moderate Learning Difficulty~SLD - Severe Learning Difficulty~ASD - Autistic Spectrum Disorder~BESD - Behaviour, Emotional and Social Difficulty~PD - Physical Disability~SLCN - Speech, language and Communication
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Free school meals %
- Learning provider ref #
- 0.3 miles Wren Park Primary School DE39AY (388 pupils)
- 0.5 miles Ravensdale Junior School DE39EY (305 pupils)
- 0.5 miles Murray Park Community School DE39LL (862 pupils)
- 0.6 miles Ravensdale Infant and Nursery School DE39HE (274 pupils)
- 0.6 miles Derby High School DE233DT (566 pupils)
- 0.8 miles St Peter's Church of England Aided Junior School DE236FZ (238 pupils)
- 0.8 miles Littleover Community School DE234BZ (1630 pupils)
- 0.8 miles Mackworth College, Derby DE224LR
- 0.9 miles Carlyle Infant School DE233ES (226 pupils)
- 1 mile Brookfield Primary School DE30BW (230 pupils)
- 1 mile Mickleover Primary School DE30EY (387 pupils)
- 1 mile Bemrose School DE223HU (682 pupils)
- 1 mile Mackworth House School DE224LL (3 pupils)
- 1.1 mile Brackensdale Junior School DE224BS (240 pupils)
- 1.1 mile Brackensdale Infant School DE224BS (247 pupils)
- 1.1 mile Silverhill Primary School DE30QE (415 pupils)
- 1.1 mile Derby Montessori School DE223LN
- 1.2 mile Bishop Lonsdale Church of England Aided Primary School and Nursery DE223HH (243 pupils)
- 1.2 mile Derby Moor Community Sports College DE232FS (1506 pupils)
- 1.2 mile Derby Grammar School DE234BX (282 pupils)
- 1.2 mile Ivy House School DE232FS (84 pupils)
- 1.2 mile The Millennium Centre DE237FS
- 1.2 mile Bishop Lonsdale Church of England Primary School and Nursery DE223HH
- 1.3 mile Reigate Junior School DE224EQ
St Clare's School
Rough Heanor Road, Mickleover, Derby, DE3 9AZ
|Inspection dates||23–24 January 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| St Clare’s School has continued to improve |
The school’s values are based firmly on
Pupils make outstanding progress in all areas
further since the previous inspection and is
now outstanding in all areas of its work.
Through her in-depth knowledge of the
school, the headteacher, supported by her
impressive leadership team, continues to
drive improvements forward at a rapid pace.
ensuring that all pupils achieve the best that
they can. Plans for improvement are written
and implemented with this in mind. Members
of the school community who responded to
questionnaires and surveys fully support the
belief the school has in itself and are proud to
be associated with it.
of their work in both key stages. By the time
they reach the end of Year 11, they have
made impressive gains in their learning
relative to their starting points and have
narrowed the gap significantly between their
attainment and the attainment of pupils
| The effectiveness of the governing body has |
Teaching is outstanding. The school’s
Pupils’ behaviour in and around school is
The school’s outstanding curriculum is regularly
improved significantly since the previous
inspection. All members now play an active
part in supporting the school. Governors know
the school well and are clear about where it
can continue to improve.
judgements of the quality of teaching over
time are accurate.
exemplary. From the time they enter the
school, they make impressive improvements in
their personal development due to the high
quality support and guidance they receive.
reviewed to ensure that it continues to meet
the needs of all pupils. Because of this, pupils
are extremely well prepared when they move
on to the next stage of their lives.
|Inspection report:||St Clare's School, 23-24 January 2013||2 of 9|
Information about this inspection
- Inspectors observed 16 lessons, including several which were joint observations with members
of the school’s leadership team. On the first day, inspectors observed lessons which were part of
a themed creative arts day. This included a carousel of different creative activities, including
photography, dance, music, printing, poetry and making cupcakes.
- On the second day, observations included a range of subjects in both key stages, covering all
abilities. Pupils were also observed around the school at break and lunch times and at the
beginning and end of the day.
- Meetings were held with the headteacher and senior leaders, the Chair of the Governing Body
and a group of pupils. A majority of the school’s staff completed the Ofsted questionnaire.
- Although no parents had responded to the on-line questionnaire, ‘Parent View’, inspectors took
account of parents’ responses to the school’s own surveys, modelled on the Ofsted questions.
- Various documents, including the school’s self-evaluation summary, the school improvement
plan, data and minutes from meetings of the governing body were scrutinised during the
- During this inspection, inspectors asked additional questions deigned to ascertain the school’s
view of the impact and effectiveness of local authority services to support school improvement.
This information will contribute to work being carried out by Ofsted to assess the use, quality
and impact of those services.
|David Muir, Lead inspector||Her Majesty’s Inspector|
|Kate Robertson||Additional Inspector|
|Inspection report:||St Clare's School, 23-24 January 2013||3 of 9|
Information about this school
- St Clare’s is a secondary special school with provides placements for pupils with a range of
special educational needs, including moderate learning difficulties. Many pupils have other,
associated needs, which can include behavioural, emotional and social difficulties,
communication and language difficulties, sensory impairments and physical disabilities.
- All pupils have a statement of special educational needs. There are twice as many boys as
girls in the school and the proportion of pupils who come from minority ethnic
backgrounds is slightly above the national average.
- The proportion of pupils for whom the school receives pupil premium funding (extra
government funding for specific groups of pupils) is twice the national average.
What does the school need to do to improve further?
- Use the data already collected by the school to compare the progress made by pupils in the
school to the progress made by pupils nationally.
|Inspection report:||St Clare's School, 23-24 January 2013||4 of 9|
|The achievement of pupils||is outstanding|
- A high proportion of pupils make, or exceed, the highly ambitious targets set for their progress
when taking into account their starting points. All groups of pupils make outstanding progress.
There are no differences between the progress made by boys and girls or by pupils from
different ethnic backgrounds. However, pupils in Key Stage 3 make slightly better progress than
those in Key Stage 4.
- The school offers the choice of a wide range of external accreditations and qualifications. These
include GCSEs, Entry Level Certificates, ASDAN (Award Scheme Development and Accreditation
Network) awards and Functional Skills qualifications. All pupils who left school at the end of Year
11 last year had gained external qualifications, with 11 out of 12 having gained a GCSE in art.
The school is continually reviewing the courses available to ensure that they meet the needs of
all pupils in the school.
- Pupils for whom the school receives pupil premium funding make even better progress than
those who do not. This ensures that the gap between their performance and those of other
pupils, in the school and nationally, closes significantly during their time in the school.
- Pupils make outstanding improvements in their communication skills and in reading, writing and
numeracy. High quality input around the use of symbols and signs, helps pupils to become far
more confident communicators during their time in the school. Reading is a high priority in the
school. Pupils enjoy reading in all subjects and outside of lessons and are able to use the sounds
that letters make (phonics) well to read words that they do not know.
- Pupils develop a high level of independence and a secure understanding of how the world
around them works. This allows them to be very well-prepared for the next stage of their lives
when the time comes for them to leave St Clare’s. This is reflected in the success of post-16
placements, which are well-chosen to meet the needs of pupils.
|The quality of teaching||is outstanding|
- All of the teaching seen during the inspection was at least good; most of it was outstanding. The
school’s leadership team has a very clear and strong understanding of what outstanding
teaching and learning look like. The school’s records indicate that teaching is typically
- During the ‘creative arts day’ pupils were learning new skills and were enthusiastically
participating in many different exciting activities. Throughout these sessions, there was still a
clear focus on the development of literacy, numeracy and communication skills. This was a
strong feature of other lessons observed during the inspection.
- In all lessons, there are high levels of challenge for all pupils. They are actively engaged in their
learning because teachers ensure that lessons are relevant and accessible and they make the
learning fun. There are high levels of trust between all staff and pupils, which means that pupils
feel comfortable about making mistakes and learning from them.
- Learning support assistants play an extremely valuable and active part in supporting learning by
working with individual pupils or groups, improving communication and assessing the pupils’
work to help the teachers with their planning.
- Pupils’ work over time shows that the outstanding teaching leads to outstanding learning in
individual lessons and over longer periods of time. During lessons, staff are continually checking
how much learning is going on and they use this information to plan the next steps for the
- In the best lessons, the quality of questioning is exemplary, as it focuses clearly on the expected
learning and open questions are asked so that all pupils can be involved.
- Teachers provide high quality feedback in a variety of ways. It is given throughout the lessons
through spoken comments. It is also provided in a written form to show pupils what they need
to improve and how they should do this. The feedback given is firmly related to targets and
expected learning in lessons.
|Inspection report:||St Clare's School, 23-24 January 2013||5 of 9||5 of 9|
|The behaviour and safety of pupils||are outstanding|
- Pupils enjoy coming to school and have very positive attitudes to learning. They are able to
explain clearly the positive impact that the school has had on their lives. They say that they like
that school because staff know them and their needs well. They display mature attitudes to their
education and have confidence that they will gain worthwhile qualifications and knowledge to
support them in the next stage of their lives.
- Although some pupils have significant behavioural, emotional and social difficulties, it is rare to
see lessons disrupted. However, pupils say that when there is some disruption, teachers act
consistently to ensure that this causes minimum interruption to learning. Pupils say that they
learn how to manage their own behaviour. They learn techniques and strategies to remove
themselves from situations and to not react to provocation.
- The school has a wide range of links with the wider community which allows pupils to develop
resilience and independence as they are continually expected to adapt to environments which
are unfamiliar to them. These links include helping residents of a local home for elderly people,
links with schools in other countries and a link with a local charity which supports the homeless.
- Staff enjoy working in the school. This shows as they go about their work in an extremely
positive way, modelling positive and upbeat behaviour. This mood infects pupils who also go
about with smiles on their faces and clearly enjoy being in school.
- Pupils are given responsibilities. Prefects are required to go through a formal election process,
which helps them to understand how democracy works. Part of their responsibility is to help with
the serving of lunch for their peers. Lunch is a very vibrant and dynamic communal event, which
exemplifies the community feel that there is in the school. All pupils have the opportunity to be
on the school council, which contributes pupils’ views to school improvement.
- Social, moral, spiritual and cultural development shine through all aspects of the school’s work.
Pupils are given opportunities throughout the day to reflect on their experiences. Improvements
in behaviour show that, as pupils move through school, they increasingly understand the
difference between right and wrong and what types of behaviour are acceptable in different
situations. Links with schools, through the Comenius Project, give pupils plenty of opportunities
to link with pupils from schools in other parts of Europe.
|The leadership and management||are outstanding|
- St Clare’s presents as a very confident community, with the highest of expectations. The
headteacher has a strong drive and commitment which is clear through the vision that has been
developed in the school over a number of years. Staff, at all levels, fully understand what is
expected in the school and this ensures that all pupils feel safe and secure. As a result, there are
extremely high levels of trust among all members of the community. It ensures that all pupils
are given a grounding which prepares them outstandingly well for their future.
- The school’s evaluations of its performance involve parents, pupils and staff. This ensures that
reasons for improvements are shared and understood by everyone. The school’s assessment of
its strengths is very accurate. However, leaders do not use national data as effectively as they
might to make comparisons between the progress made by pupils in St Clare’s and the progress
made by pupils nationally. The quality of teaching is outstanding because of the support and
challenge staff receive. Leaders know in fine detail the strengths of everyone’s work and also
know where further consolidation is needed. Staff are reflective about their work and are clear
about how they can enhance their work further. The school’s records show that teaching has
improved over time.
|Inspection report:||St Clare's School, 23-24 January 2013||6 of 9||6 of 9|
- The range of subjects taught is wide and these are backed up by themed days and an extensive
range of visits and residential trips, which enhance pupils’ learning very effectively. There is a
strong emphasis across all lessons and aspects of the school’s work on the school’s core values.
These are used to develop pupils’ understanding of their place in the world and prepare them
very well for life in multi-cultural 21
- The extent to which parents are involved was reflected in surveys of their views which show that
all those who responded would recommend the school to other parents. All other responses
were also positive, except for some disagreement about the amount of homework set by the
school. The school is already reviewing this area of its work.
- The work of all staff, including the headteacher, office staff and cleaners, is subject to detailed
systems to manage their performance. Where relevant, these are related to the Teachers’
Standards but expectations are more challenging due to the school’s modification of them to suit
the context of the school. The targets which are set for staff are linked to pupils’ performance
and are used to decide whether staff should receive a pay rise.
- Incidents of racism or other prejudice-based bullying are rare. In conversations, pupils were
clear why these behaviours are unacceptable. They understand tolerance and understanding
about those who come from backgrounds different to them. This view is underpinned by the
strong focus on the rights of every individual to reach their potential.
- Although the local authority has an appropriately light-touch approach to this outstanding
school, support that is provided through the school improvement service is highly valued by the
school’s leaders. There are clear, open lines of communication so that advice can be sought on
how to improve further. For example, the school has used the links with the local authority to
moderate and validate its views on the quality of teaching and achievement in the school.
- The governance of the school:
Since the previous inspection, the governing body has made the required improvements. It
knows the school very well and clearly understands what the school needs to do to continue to
improve. The governing body is provided with clear and detailed information about the
performance of the school. Governors are skilled at asking questions which appropriately
challenge the leaders and hold them to account for the performance of the school. Governors
are regular visitors to the school and are well known by staff and pupils. The governing body
reviews policies regularly and also plays an active part in developing the school improvement
plan. This has been a significant factor in ensuring that the school continues to be
outstanding. Governors know very well about the performance of staff and pupils. They
understand what support is being provided to staff and how that is having an impact on their
performance. They monitor the work of staff, including the headteacher, and are closely
involved in making decisions about salary progression and promotion. Salary progression is
based on an extremely rigorous and exacting set of criteria to ensure that only those who are
performing with the highest of expectations progress. Governors have a full understanding of
performance data and understand what outstanding performance looks like.
|Inspection report:||St Clare's School, 23-24 January 2013||7 of 9|
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.
|Inspection report:||St Clare's School, 23-24 January 2013||8 of 9|
|Unique reference number||113046|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Special|
|Age range of pupils||11–16|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||95|
|Appropriate authority||The governing body|
|Date of previous school inspection||5 July 2010|
|Telephone number||01332 511757|
|Fax number||01332 519968|
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will use the information parents and carers provide when deciding which schools to
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