Eton Dorney Independent Therapeutic School

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Eton Dorney Independent Therapeutic School


Name Eton Dorney Independent Therapeutic School
Website http://www.etondorneyspecialschool.co.uk
Ofsted Inspection Rating Good
Inspection Date 06 November 2018
Address Eton Dorney Centre, Lake End Road, Dorney, Berkshire, SL4 6QS
Phone Number 01628667475
Type Independent (special)
Age Range 8-18
Religious Character None
Gender Mixed
Number of Pupils Unknown
Local Authority Buckinghamshire
Catchment Area Information Available No
Last Distance Offered Information Available Yes

Information about this school

This is the first standard inspection of the school since the school was registered by the Department for Education in December 2017. The school is set in a sixteenth-century grade 2 listed building. It is situated on the edge of the village of Dorney, close to Windsor in Berkshire. The school accepted its first pupils in March 2018. The current headteacher was appointed in May 2018. Pupils at the school all have social, emotional and mental health special educational needs and/or disabilities. Some of the pupils also have autism spectrum disorder. Nearly all of the pupils have an education, health and care plan. About half of the pupils are looked after by a local authority. There are currently no pupils using the post-16 provision. The school does not use any alternative provision. A small number of pupils are educated part-time off-site by school staff as part of their induction or individual learning programmes. The proprietor is Calcot Services for Children which also runs six children’s homes across Berkshire, South Oxfordshire and Hampshire. Eton - Dorney is the only school belonging to the organisation. The managing director is the chair of the governing body. The governing body also includes the owners of Calcot Services for Children, and governors responsible for safeguarding, finance and education.

Summary of key findings for parents and pupils

This is a good school In a short time, the headteacher has created an environment where pupils feel comfortable, well cared for and increasingly ready to learn. Leaders have ensured that pupils make great improvements in their behaviour and attendance. This is because they have established a dedicated team of staff who put pupils’ welfare and personal development first and help them to succeed. Teaching is good. It is tailored to the needs and abilities of pupils and helps them make good progress from their starting points. Pupils make good progress, especially in developing their self-confidence, communication skills and attitudes to learning. The school is a calm and caring place. Behaviour is good, and pupils respect each other’s differences. Leaders have ensured that all of the independent school standards are met. Parents and carers are overwhelmingly positive about the care and quality of teaching the school provides for their children. The current curriculum is appropriate and relevant and meets the requirements of the independent school standards. It builds effectively on pupils’ interests and experiences. However, leaders’ ambitious plans to further enhance the curriculum have not yet been fully implemented. For example, they would like to offer more physical education and enhance the careers guidance offered. Those responsible for governance do not have a strong enough understanding of education. Therefore, they are unable to hold leaders fully and accurately to account. Pupils make stronger progress in English than they do in other academic subjects because : English staff provide more challenging tasks. 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.