Lisburne School


Name Lisburne School
Website http://www.lisburneschool.stockport.sch.uk
Ofsted Inspection Rating Outstanding
Inspection Date 21 May 2012
Address Half Moon Lane, Offerton, Stockport, Cheshire, SK2 5LB
Phone Number 01614835045
Type Special
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 109 (75% boys 25% girls)
Local Authority Stockport
Percentage Free School Meals 25.7%
Percentage English is Not First Language 7.3%
Persisitent Absence 18.5%
Pupils with SEN Support 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about the school

Lisburne School provides for pupils with a range of complex needs including moderate, severe or profound learning difficulties and autistic spectrum disorders. The pupils are mainly from Greater Manchester and the surrounding area. All pupils have a statement of special educational needs. At the time of the inspection there were 65 pupils on roll. The majority of pupils are of White British origin. There is a small number of looked-after pupils. The proportion of pupils known to be eligible for free school meals is higher than the national average. The headteacher is the substantive deputy head and has been acting since Christmas 2011. The school has achieved the Leading Parent Partnership Award, ICT Quality Mark, Inclusion Quality Mark, Healthy Schools Award and has Bronze Eco-school status. The school is co-located with a primary mainstream school and shares the same site with a mainstream nursery provision. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

¦ This is an outstanding school where the most complex of pupil needs are met very successfully through imaginative teaching, high expectations and meticulous attention to pupils’ needs, interests and wishes. Accurately described as a ‘jewel’ of a school by one of its partners, Lisburne enjoys the confidence and full support of its staff, pupils, parents and carers, all of whom are very proud of its achievements and to be part of its family. ¦ Achievement is outstanding. Sensitive and well planned induction provides a strong and effective start to the Early Years Foundation Stage. Achievement is at least good and children make good progress in a well adapted, secure environment. They make outstanding progress in their communication skills. These strengths are sustained as pupils move through school. Overall progress in Key Stages 1 and 2 is outstanding. It is strongest in Key Stage 2. This success is closely monitored, although the logging of observations which record the finer steps of progress made by pupils with the most complex needs is not yet regularly in place in all classes. ¦ Teaching is outstanding. Highly-competent, enthusiastic staff provide lively and stimulating learning experiences that maximise pupil potential. The development of communication skills permeates all activities very effectively and lessons have a strong focus on decision-making, personal skills and individual choice. ¦ Behaviour contributes outstandingly well to pupil learning and is exemplary overall. Pupils reflect on their actions and learn to manage their own behaviour very effectively. Pupils develop strong attitudes to learning as they improve their social skills, take turns and respect each other’s opinions very well. ¦ Leadership and management are outstanding. The acting head teacher leads the school decisively and drives forward improvement with the very successful and innovative development of curriculum working groups. As a result, the management of both teaching and school performance is outstanding. The curriculum provides excellent breadth and supports pupils’ spiritual, moral, social and cultural development exceptionally well in a highly-cohesive learning community.