St George's School
phone: 01983 524634
headteacher: Mrs Susan Holman
204 pupils capacity: 71% full
100 boys 69%
45 girls 31%
Last updated: June 19, 2014
— Community Special School
- Establishment type
- Community Special School
- Establishment #
- OSGB coordinates
- Easting: 450127, Northing: 88082
- GPS coordinates
- Latitude: 50.69, Longitude: -1.2917
- Accepting pupils
- 11—19 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 22, 2012
- Region › Const. › Ward
- South East › Isle of Wight › Newport East
- Urban > 10k - less sparse
- SEN priorities
- PMLD - Profound and Multiple Learning Difficulty~MLD - Moderate Learning Difficulty~SLD - Severe Learning Difficulty
- ASD - Autistic Spectrum Disorder
- Special classes
- Has Special Classes
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- 0.5 miles Nine Acres Primary School PO301QP (407 pupils)
- 0.5 miles Nodehill Middle School PO301LJ
- 0.6 miles Westmont School PO301BY
- 0.7 miles Barton Primary School and Early Years Centre PO302AN (241 pupils)
- 0.7 miles Downside Middle School PO302AX
- 0.7 miles Southern Stars Theatre School and Performers' College PO301TP
- 0.8 miles Carisbrooke Church of England Controlled Primary School PO305QT (331 pupils)
- 0.8 miles Medina House School PO302HS (65 pupils)
- 0.9 miles St Thomas of Canterbury Catholic Primary School PO301NR (181 pupils)
- 0.9 miles Newport Church of England Aided Primary School PO305GD (371 pupils)
- 0.9 miles Trinity Church of England Aided Middle School PO305QY
- 0.9 miles Archbishop King Catholic Middle School PO305QT
- 0.9 miles Christ The King College PO305QT (1271 pupils)
- 1.1 mile Carisbrooke High School PO305QU
- 1.1 mile The Isle of Wight College PO305TA
- 1.1 mile Carisbrooke College PO305QU (1155 pupils)
- 1.2 mile The Clatterford Centre PO301NZ
- 1.2 mile Summerfields Primary School PO302LJ (182 pupils)
- 1.2 mile Thomson House Tuition Centre PO303NA (27 pupils)
- 1.4 mile Hunnyhill Primary School PO305SH (239 pupils)
- 1.4 mile Kitbridge Middle School PO305SH
- 1.5 mile Medina High School PO302DX
- 1.5 mile Medina College PO302DX (1396 pupils)
- 2.3 miles Arreton St George's Church of England Controlled Primary School PO303AD (163 pupils)
|Inspection date(s)||22–23 May 2012|
St George’s School
|Unique reference number||118227|
|Local authority||Isle of Wight|
|Inspection dates||22–23 May 2012|
|Lead inspector||Denise Morris|
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|
|Nu mber of pupils on the school roll||162|
|Of which, number in the sixth form||53|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||July 2009|
|School address||Watergate Road|
|Telephone number||01983 524634|
|Fax number||01983 533911|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Denise Morris||Additional Inspector|
|Sally Hall||Additional Inspector|
|Desmond Dunne||Additional Inspector|
This inspection was carried out with two days’ notice. Inspectors observed 30
lessons, many of them jointly with senior leaders, taught by 19 different teachers
over a period of 16 hours. Meetings were held with senior leaders, members of the
governing body, students and teachers. Inspectors took account of the responses to
the online questionnaire (Parent View) in planning the inspection, and observed the
school’s work. They looked at students’ work, school planning documents,
assessment information of students’ progress and attainment, and teachers’ records.
The inspectors scrutinised 55 parental questionnaires, and also took note of
questionnaires completed by students and staff.
Information about the school
This is a larger-than-average special school. There are twice as many boys as girls.
The majority of students are White British. Very few speak English as an additional
language. The proportion known to be eligible for free school meals is higher than in
most other schools. All the students have a statement of special educational needs.
Their needs include complex and often profound learning difficulties, autistic
spectrum disorders, physical disabilities, behaviour difficulties and learning
difficulties. A few students are looked after children. The school has achieved several
awards. These include Healthy School Status, Artsmark Gold level, Silver Travel Plan
and National Autistic Society accreditation 2011. The numbers of students in the
school and sixth form have risen significantly since the last inspection.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||1|
|Leadership and management||2|
- St George’s School is a good school. Since the last inspection it has consolidated
its strengths and made good improvements to the curriculum and assessment
systems. The sixth form is also good. The school is not outstanding because a
few inconsistencies in the quality of teaching lead to a dip in progress in some
- All groups of students achieve well. They make the best progress in their
personal skills, communication and reading. A high emphasis placed on these
skills, supported by a wide range of high-quality resources, encourages
students to make choices, respond to questions, search for information and
read regularly. Students in the sixth form also achieve well.
- Teaching is mostly good, and some is outstanding. Teaching typically extends
students’ skills and ensures that they have equal access to an exciting range of
learning opportunities. In a very few lessons, the pace of learning drops
because expectations are low, not enough is planned for each individual
student, and support by teaching assistants is not focused rigorously enough on
encouraging students to do their very best. Assessment is used effectively to
inform students and teachers how well each student achieves.
- Behaviour and safety are outstanding. Parents, carers and students
overwhelmingly say that the school is safe and secure and that behaviour is
excellent. Attendance is high. Students are very well cared for.
- The headteacher, along with other leaders and the governing body, has created
a welcoming ethos in which students thrive. Leadership of teaching and
management of performance, including in the sixth form, are good. The
extensive outdoor area contributes effectively to the good curriculum and
students’ spiritual, moral, social and cultural development. Leaders know the
school’s strengths and weaknesses and have successfully managed a rapid
influx of higher-ability students with challenging behaviour.
What does the school need to do to improve further?
- Improve the consistency of teaching so that the pace of learning is at least
good in all classes by April 2013, by:
ensuring that all teachers and teaching assistants convey high
expectations by demanding more of what students can do
making sure that sufficient tasks are planned to meet the full range of
abilities in each class so that each student is challenged by the work set
developing the roles of all teaching assistants so that they have the full
range of skills to support students.
Achievement of pupils
Students’ attainment on entry to the school is low because of the impact of their
disabilities and special educational needs on their learning. Nevertheless, all groups
of students, including those with autistic spectrum disorders and those with
behavioural difficulties as well as those in the sixth form, achieve well during their
time at the school. Students achieve particularly well in their personal skills, in
communication and in early reading skills. Students acquire the skills to help them
continue to make progress in these areas in the future, and parents and carers
agree. When students in the sixth form leave the school to go to college, all have
acquired accreditation and undertaken some vocational work, such as gardening or
working in local shops or garages. Almost all students make good progress because
of well-planned, often exciting, tasks. Some students make outstanding progress.
This is particularly the case in art lessons, where teachers’ excellent skills and
support promote some exceptional artwork. In a reading session older students
showed their competence in reading unknown words because of their skill in using
letter sounds to help them identify the beginning of the word. They enjoyed their
reading because their books were very relevant to their interests as well as their
different ability levels. Students in the sixth form were observed working at a fast
pace as they developed their understanding of the use of prepositions in their
writing. Well-structured activities enabled the students to learn collaboratively about
the use of prepositions in different contexts, ensuring success for all.
Throughout the school, highly flexible provision enables individual programmes to
support students with particular needs. Those with autis tic spectrum disorders, for
example, have highly individualised learning programmes that fully meet their needs.
The Phoenix Project, which enables students with behavioural difficulties to spend
time out of class in the school gardens, helps students to learn to stay calm and use
their energy to undertake physical tasks such as planting bulbs, building sculptures
or sweeping paths. These activities contribute exceptionally well to students’
outstanding behaviour and their spiritual, moral, social and cultural development.
Very occasionally, the pace of learning dips because students are not required to do
enough work in the time allowed. This was particularly evident when too much
teacher talk reduced the amount of time students had to complete their tasks. In one
lesson, for example, students wrote very little in their English lesson because of a
very long introduction, leaving too little time for students’ own contributions.
Quality of teaching
Parents and carers have an accurate view of the good overall quality of teaching.
Teachers regularly enthuse and inspire students. Questioning is a particular strength
in many lessons. Teachers encourage students to develop the skills and confidence
to respond vocally or through the use of pre-programmed switches. This was
exemplified in the sensory class, where all students were able to take part fully in a
sensory story about Europe. Students made outstanding progress because their
switches had been pre-programmed and they were able to respond independently.
They showed exceptional enjoyment of the music, costumes, smells and dances of
different countries as they joined in with enthusiasm. Tasks to promote the strong
spiritual, moral, social and cultural ethos are fully planned for. These help pupils to
learn about, and celebrate, different cultures. The experienced staff team works very
well together. Staff have a clear focus on improving students’ communication and
independence, and work in close collaboration with parents and carers. Their very
effective behaviour management techniques and secure knowledge of each individual
students result in excellent relationships, ensuring that lessons are calm.
Very occasionally, the pace of learning slows when there is too much turn taking, too
much teacher talk, or not enough tasks are prepared for each individual student’s
needs. For example, younger pupils were able to recognise capital letters in different
words as they focused on developing their looking and listening skills, but turn taking
limited the pace of their responses and some adults were not used well enough to
support individual students to encourage a faster response. The effective curriculum
provides good opportunities for teachers to build on prior skills, and accurate
procedures for assessing students’ skills clearly show their rates of progress over
time. Students’ work is regularly marked and updated, and this clearly illustrates
their positive progress.
Behaviour and safety of pupils
Students’ behaviour was judged as outstanding at the last inspection and has
remained so since that time. Parents and carers are highly positive about behaviour
and safety. ‘My child is happy, safe and wants to go to school. St George’s is a happy
place to be.’ was a typical comment. In their questionnaires students said that
behaviour is very good and during discussion with inspectors they said that they do
not think there is any bullying. They feel very safe and know that adults are always
there for them if they have any concerns. The strong focus on positive behaviour is
reflected in the friendly and welcoming way in which staff talk to students. The good
quality curriculum supports students’ outstanding behaviour and safety with key
emphases on how to stay safe, developing positive relationships and working well
together. The school ensures systematic and consistent management of behaviour
through its innovative provision for those students with behavioural difficulties,
helping them to manage their behaviour very well.
The quality of relationships is exceptionally good and this provides very positive role
models for students. All of the parents and carers who responded to the inspection
questionnaires said that their child is safe at school. They say that there is no
bullying of any kind. No evidence of any bullying, including cyber bullying or
prejudice-based bullying related to disability, special educational needs, sexual
orientation, race, religion or gender, was evident during the inspection or in past
records. Students behave exceptionally well in lessons and around the school. They
listen carefully, often waiting patiently while a classmate is talking. Attendance is
high. Students are well prepared for their future lives.
Leadership and management
The school has made good improvements since the last inspection, particularly in the
promotion of early phonics (matching letters and sounds) for younger students
leading to improved reading skills across the school. Leaders and managers,
including the governing body, are strongly focused on further improvement and have
a clear vision for the future. They have successfully integrated the rapid increase in
student numbers and are working rigorously to improve teaching and learning,
providing high-quality support for new staff. Their strong capacity to improve is
supported by good quality, accurate self-evaluation, which identifies clearly what has
already been achieved and what still needs doing. For example, strong emphasis on
improving opportunities for those with challenging behavioural difficulties has
resulted in the excellent Phoenix Project, which now plays a very valuable role in
improving personal development and behaviour. Additionally, leaders have recently
been working closely with local schools and colleges to develop joint opportunities for
staff as part of good performance management. Leaders have extended provision in
the sixth form by introducing increased accreditation, helping to better prepare
students for the future. The impact of professional development is evident in the
high levels of skills that almost all staff exhibit and their expertise in supporting and
caring for students, regardless of their need, showing a strong commitment to equal
opportunities. Leaders and managers are effective in tackling discrimination.
Very good partnership work with parents, carers and external agencies promotes the
well-being and achievement of students well. The broad and balanced curriculum is
effective in promoting students’ spiritual, moral, social and cultural development.
This is evident in their positive attitudes, their collaborative working and their high
attendance. Parents and carers comment favourably on the impact the school has on
their children’s lives. For example, ‘The school continues to offer our child wonderful
life opportunities’. The school’s arrangements for safeguarding fully meet current
statutory requirements and give no cause for concern.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Floor standards the national minimum expectation of attainment
and progression measures.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
24 May 2012
Inspection of St George’s School, Newport, PO30 1XW
Thank you for the welcome you gave us when we inspected your school recently. It
was lovely to meet you, and to see all the lovely things you do at school. We were
particularly impressed with the way your attendance is improving. Well done for that.
We really enjoyed having lunch with some of you and talking with you about your
The school is good. It was very clear from the answers to the questionnaires that we
received from some of you, and your parents and carers, that you are happy at
school and that your parents and carers are pleased with your education. There are
lots of good things in your school, such as your good achievement, your positive
relationships and the way you work well together. Your headteacher and the other
managers are also doing a good job. They keep you very safe and secure. We
thought your behaviour was outstanding. Well done!
Just occasionally, there are not enough tasks to keep you really busy and challenged
in lessons. We have asked your teachers to provide more activities, so that you all
have the chance to do more and do not have to wait too long for a turn. You can
help with this by trying to do a bit more in each lesson. We have also asked the
school leaders to check that all staff are fully involved in supporting your learning in
lessons. We are sure you will want to help with this by working hard.
Thank you again for your welcome.