|Name||East London Independent Special School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 July 2018|
|Address||Welfare Road, Stratford, London, E15 4HT|
|Number of Pupils||47 (91% boys 9% girls)|
|Percentage Free School Meals||0.0%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
East London Independent Special School is a coeducational special day school. It is registered for up to 119 boys and girls aged seven to 19 years, who experience social, emotional and mental health difficulties. In addition, there is specialist provision for pupils who have autistic spectrum disorders. There are many more boys than girls. Pupils have a very wide range of ability, and many have additional learning needs, including complex behaviour. Many pupils have experienced difficulties of educational failure or emotional trauma at one or more previous schools. All pupils have statements of special educational needs or an education, health and care plan. Currently, 11 local authorities fund the pupils’ placements. The number of pupils currently on roll at the school is 46, between the ages of eight and 19 years. The school is one of three independent special schools managed by the TCES Group (Transitional Care Education Services), a social enterprise company. The chief executive officer of TCES Group is the proprietor of the school. Most pupils are educated off site for enrichment and vocational lessons in local provisions. The local providers used by the school are: Beckton Skills Centre, Alderbrook Riding School, Epping Forest College, Dockland Riders, Peacocks Gym, and Food Academy. The school’s vision is ‘to provide a rich therapeutic education in an inclusive, thriving, emotionally healthy school, whereby each pupil can succeed and make a positive contribution to their community’. The current headteacher has been in post since February 2018.
Summary of key findings for parents and pupils
This is a good school Leaders and the proprietor have ensured that all of the independent school standards are met. Leaders have a detailed understanding of pupils’ learning and wider needs. They use a wide range of information to personalise the curriculum, ensuring that pupils are well prepared for their next steps. The personal development and welfare of pupils is a strength of the school. Staff work effectively with therapists and external agencies to support pupils. As a result, most make strong social and emotional progress from their starting points. Pupils arrive at the school having experienced significant challenges; some have not attended formal education for prolonged periods of time. As a result of good teaching and care, pupils settle quickly and make good progress in most subjects, including English and mathematics. Teachers use assessment information about pupils to plan lessons effectively and personalise learning. Most pupils improve their attendance once they join the school. Leaders provide rich opportunities for pupils to develop spiritually, morally, socially and culturally. Consequently, pupils respect different beliefs and are well prepared for life in modern Britain. Pupils behave well in lessons and around the school. They are proud of their new building and take good care to keep the environment clean. Pupils have a good awareness of the personal risks they are exposed to, and how to keep themselves safe. The proprietor provides effective support and challenge. He has set up strong central systems to monitor and quality-assure the work of the school. Sometimes, teachers do not have high enough expectations of what pupils are capable of achieving. Pupils do not have consistent opportunities to practise their writing and mathematical skills across different subjects. Leaders do not take sufficient account of progress seen in pupils’ work when evaluating the impact of teaching and learning. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.