|Name||Henry Tyndale School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||06 December 2011|
|Address||Ship Lane, Farnborough, Hampshire, GU14 8BX|
|Religious Character||Does Not Apply|
|Number of Pupils||151 (70% boys 30% girls)|
|Percentage Free School Meals||21.8%|
|Percentage English is Not First Language||20.5%|
Information about the school
Henry Tyndale School is a special school catering for pupils with complex and severe learning difficulties that are often linked with health needs. Many are on the autistic spectrum and a minority has physical disabilities. All have a statement of special educational needs or are in the process of being assessed for one. Pupils come from a wide geographic area and are mainly from White British backgrounds. An increasing minority are from minority ethnic backgrounds, particularly Asian British. The proportion of pupils known to be eligible for free school meals is above average. Children in the Early Years Foundation Stage are taught in the Early Years Class. The school has Healthy Schools status, and Activemark, Sportsmark and Investor in People (IiP) awards. It gained specialist status for Learning and Cognition in September 2010 and provides outreach support to local mainstream schools.
Henry Tyndale provides an outstanding education for its pupils. Exemplary care, guidance and support provided by all staff ensure pupils make excellent progress and are extremely well prepared for the next stage in their lives. The school’s systems for behaviour management are operated consistently by all and are very carefully monitored. As a result, behaviour is outstanding. Many pupils have complex medical needs and it is a tribute to the highly effective systems for promoting attendance, as well as to pupils’ enjoyment of school, that attendance is above average. Pupils contribute extremely well to the school and the wider community, and indicate that they feel totally safe and secure because safeguarding procedures are exemplary. The school’s specialism is used to advantage to ensure the curriculum is tailored very carefully to meet individual needs and underpins pupils’ outstanding spiritual, moral, social and cultural development. The opportunities for physical activity are particularly effective in helping pupils to adopt a healthy lifestyle. Teaching and learning are outstanding overall and in all key stages, including the Early Years Foundation Stage and the sixth form, there are many examples of exemplary practice. Teachers and support staff establish excellent relationships with the pupils and they provide very high quality support for their personal development. The school’s systems for tracking pupils’ progress, and for setting challenging targets, are extremely effective and staff use this information to advantage to ensure that teaching meets the range and complexity of pupils’ needs in each class. They also use it very successfully to build pupils’ confidence by making it clear to them how well they achieve. The school has excellent capacity to sustain improvement in the future. The headteacher is supported by a highly effective senior leadership team and, together, they inspire the school community to meet ambitious targets. They have ensured that the outstanding quality of provision seen at the previous inspection has not only been maintained but improved; for example, provision in the sixth form is now excellent. Rigorous self-evaluation, high quality professional development and extremely effective teamwork across the teaching, support and administrative staff underpin the school’s continuing improvement. Leaders at all levels are very effective. They show a strong commitment to always wanting the best for the pupils and, since the previous inspection, have taken on increased responsibility for whole-school development with enthusiasm. The governing body is clear about the strengths and weaknesses in the provision and challenges the school to achieve its best with ‘good is not good enough’ as its guiding principle. The partnerships with parents and carers and other professionals are outstanding in helping to meet pupils’ needs and in supporting the school in its drive to improve even further. The school promotes community cohesion very well at local and national levels. It is aware that it does not do all that it might to help pupils learn about others in a global context and has rightly identified this as an area for improvement.