|Name||Alfreton Park Community Special School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 May 2013|
|Address||Alfreton Park, Wingfield Road, Alfreton, Derbyshire, DE55 7AL|
|Religious Character||Does Not Apply|
|Number of Pupils||86 (73% boys 27% girls)|
|Percentage Free School Meals||46.5%|
|Percentage English is Not First Language||0%|
Information about this school
Alfreton Park School provides for pupils with severe, profound and complex learning difficulties. The complexity of pupils’ needs on entry is increasing, and pupil numbers are growing steadily. Around one third of the pupils have autistic spectrum disorder, often combined with other difficulties such as Down’s Syndrome. Just over one third have severe learning difficulties, and most of the rest of the pupils have profound and multiple learning difficulties. All pupils have a statement of special educational needs. There are more boys than girls, which is typical of schools of this type. About two fifths of the pupils are eligible for the pupil premium. This is well above the national average. The pupil premium is an additional sum of money provided by the government to support the achievement of certain groups of pupils, such as those who are looked after and those known to be eligible for free school meals. Almost all pupils are from White British backgrounds and none speak English as an additional language. Children in the Early Years Foundation Stage are taught together with pupils in Year 1. Both groups follow the Early Years Foundation Stage curriculum. The school does not use any alternative educational provision for its secondary and sixth-form pupils. The school is currently led by an acting headteacher (the substantive deputy headteacher) following the headteacher’s retirement at Easter 2013. A senior manager is acting as deputy headteacher. A further senior teacher is absent on long-term sick leave.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. Most meet the targets set for them and make good progress. Teaching is good and pupils learn well in lessons. Staff teams work very well together. Staff check on pupils’ progress carefully and frequently. Extra help is provided for any pupils who are falling behind. Senior leaders check on teaching rigorously. Effective strategies have been introduced to improve teaching and learning. The sixth form is good. It prepares students very well for life after school. Good provision in the Early Years Foundation Stage gives children a very good start to their education. Behaviour and safety are outstanding. Classes are calm and quiet, and pupils nearly always have excellent attitudes to learning. The staff manage pupils’ behaviour very well. Pupils enjoy school, their attendance is above average and they say they feel safe. The school is well led and managed by the acting headteacher and acting deputy headteacher. Leaders throughout the school are working well to improve and develop the school while waiting for the appointment of a new headteacher. Relationships between staff and pupils are outstanding. Parents and carers, pupils and others are very happy with the school. It is not yet an outstanding school because : Some teaching does not include enough use of symbols or other communication aids to help pupils understand and learn. Pupils with profound and multiple learning difficulties do not have enough chance to be taught and learn quietly, without distraction. A small amount of whole-class teaching does not fully include every pupil all the time. The governing body does not always challenge school leaders about the information they are given. The governing body has not recently shared in the development of the long-term vision for the school, and many parents and carers do not understand its work.