|Name||Kennel Lane School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 November 2015|
|Address||Kennel Lane, Bracknell, Berkshire, RG42 2EX|
|Religious Character||Does not apply|
|Number of Pupils||182 (71% boys 29% girls)|
|Local Authority||Bracknell Forest|
|Percentage Free School Meals||32.5%|
|Percentage English is Not First Language||9.3%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Kennel Lane is a special school for pupils aged from two to 19 years of age, most of whom have severe learning difficulties. All pupils have either a statement of special educational needs or an education, health and care plan. Pupils are taught in mixed-aged classes within each key stage. Approximately one quarter of pupils are known to be eligible for the pupil premium (additional government funding). This is in line with the national average. Most pupils are from White British backgrounds. Half of all pupils join the school at different stages of their school career and at different times of the year. Twelve primary-aged pupils attend an inclusion class at Birch Hill Primary School, Bracknell for four days each week. The majority of Key Stage 4 and Key Stage 5 pupils attend college placements on a part-time basis at Reading College, Berkshire College of Agriculture, and Bracknell and Wokingham College.
Summary of key findings for parents and pupils
This is a good school The headteacher, ably supported by her deputy, senior leaders and governors, has worked with resilience, determination and ambition to bring about far-reaching school improvements. Pupils have remained at the heart of this drive for improvement. Senior leaders have been successful in improving the quality of teaching and raising pupils’ outcomes. The school community is ambitious to be outstanding in every respect. Systems to ensure pupils are kept safe, and to promote personal development and good behaviour, are outstanding. This is because pupils’ welfare is understood by all staff to be paramount. No stone is left unturned in securing the exact help that pupils and families need. Teachers plan and assess carefully, ensuring that lessons are interesting. Pupils typically progress and learn well, including in the development of their communication skills. All aspects of the early years provision are of the highest quality. Consequently, the youngest children in school get off to the best possible start. Learners aged 16 and over benefit from a range of study programmes, including vocational qualification routes. The support for transitions beyond school is extensive. Therapy is an important, integral aspect of pupils’ education. This is planned uniquely for each pupil. It is not yet an outstanding school because : Some leaders, particularly middle leaders, are very new to post. In such cases, actions and initiatives planned are yet to impact upon pupils’ outcomes. Teaching and outcomes in science and computing are not as good as in other subjects. Occasionally, teaching does not challenge pupils, particularly the most able, well enough. Consequently, learning and progress are not maximised.