|Name||Harlow Fields School and College|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 October 2014|
|Address||Tendring Road, Harlow, Essex, CM18 6RN|
|Religious Character||Does Not Apply|
|Number of Pupils||147 (72% boys 28% girls)|
|Percentage Free School Meals||33%|
|Percentage English is Not First Language||8.2%|
Information about this school
Harlow Fields School and College provides for disabled pupils and those with special educational needs arising from severe learning difficulties, profound and multiple learning difficulties and autistic spectrum disorder. A few pupils have moderate learning difficulties and a small proportion have additional complex medical or sensory needs. All pupils have a statement of special educational needs and significant number of pupils join the school other than at the usual times of admission. The majority of pupils are White British. An above average proportion of pupils are from minority ethnic backgrounds and a broadly average proportion speak English as an additional language. The proportion of pupils for whom the school receives pupil premium funding is above average at around two fifths of pupils. This is additional funding for pupils entitled to free school meals or who are looked after by the local authority. All students in the sixth form attend Capel Manor College in Enfield to learn horticulture as part of their education. Since the last inspection there has been a significant increase in the number of pupils with autistic spectrum disorder referred to the school, and a corresponding decrease in the proportion of pupils with moderate learning difficulties. An interim headteacher has very recently been appointed.
Summary of key findings for parents and pupils
This is a good school. The headteacher, senior leaders and governors provide good leadership and management. Together, they have sustained good teaching and achievement since the previous inspection. The headteacher is providing clear direction for the school and is receiving good support from the staff and governors. Pupils’ behaviour is good and they have good attitudes to learning. The school’s efforts to ensure pupils are safe are outstanding. Good and sometimes outstanding teaching over time ensures that pupils’ learning and progress are good. Teachers make good use of assessment to plan interesting learning activities for different pupils. They make good use of signing, symbols and well-chosen resources to ensure all pupils learn effectively. Teachers manage behaviour well and maintain good relationships with pupils. As a result, pupils are respectful, listen carefully, follow instructions and are well motivated to learn. Pupils’ achievement is good. They make good progress in reading, writing, mathematics and in other subjects, including personal, social and health education. Pupils’ spiritual, moral, social and cultural development is promoted well. Pupils with autism make at least good and sometimes outstanding progress in communication. Pupils with profound and multiple learning difficulties and those with sensory needs make outstanding progress in sensory awareness. Children in the early years make outstanding progress because the impact of teaching on their learning is outstanding. Outstanding leadership and management have led to the creation of strong links with parents, excellent use of assessment and a rich variety of experiences. Students in the sixth form are well prepared for the next stage of their lives and make good progress. Good leadership ensures that teaching is good and students develop their independence when they leave school. It is not yet an outstanding school because : Very occasionally, staff do not extend the thinking of a few pupils with moderate learning difficulties sufficiently well. Leaders are at an early stage of developing the new curriculum and assessment arrangements.