|Name||Marjory Kinnon School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 April 2015|
|Address||Hatton Road, Bedfont, Feltham, TW14 9QZ|
|Religious Character||Does Not Apply|
|Number of Pupils||238 (76% boys 24% girls)|
|Percentage Free School Meals||35.3%|
|Percentage English is Not First Language||44.1%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
Marjory Kinnon is a large special school. It caters for pupils with moderate and severe learning difficulties, and autism. All pupils have a statement of special educational needs or an education, health and care plan. Almost three quarters of pupils are boys. There is only a very small number of children in Reception; all of them attend full time. Pupils represent a very wide range of ethnic backgrounds. The school receives pupil premium funding for almost half of its pupils, which is considerably higher than the national average. The pupil premium is additional government funding for pupils known to be eligible for free school meals and for children who are looked after. Only a very small number of pupils are looked after by the local authority. The school also receives additional funding to support the learning of Year 7 pupils, and physical education and sport funding for primary-aged pupils. The school’s senior leadership and middle management teams were restructured in 2014, which coincided with the retirement of one of the two deputy headteachers. The remaining deputy headteacher took on a whole-school responsibility and six new assistant headteacher posts were established. Four of these new post holders are responsible for a key stage, one is the lead teacher for autism throughout the school, and the sixth has responsibility for staff development and newly qualified teachers. The majority of Key Stage 4 pupils attend weekly classes at Brooklands College where they follow work-related taster courses in subjects such as construction and hair and beauty. The school receives regular visits from the attached national leader of education, who is the headteacher of Castlebar School in Ealing, and officers from the local authority. There has been a very large turnover of staff since the previous inspection. Almost a quarter of the teachers and 17 teaching assistants are new to the school since the summer of 2014.
Summary of key findings for parents and pupils
This is a good school. Senior leaders and an influential governing body have done a very good job in steering the school through a difficult period. As a result, they have raised standards and improved the quality of teaching since the previous inspection. Increasingly effective middle managers share senior leaders’ high expectations and have made an important contribution to this success. Teaching is now typically good and so pupils generally learn well in lessons. They make good progress. Pupils’ achievement is good when compared with the performance of pupils of the same age and starting points in other settings. Behaviour is excellent. Pupils are very well mannered and courteous, and they have a very positive attitude to learning. Pupils with different ethnic backgrounds work and play together very harmoniously. They learn to appreciate the differences between people, which contribute much to preparing them for life in modern multicultural Britain. The school has excellent procedures for safeguarding pupils. These are implemented robustly. The early years provision is good. Children make good progress in all areas of learning and so they are well prepared for moving into Key Stage 1. Pupils make excellent progress in their personal development. Their self-esteem improves as they become more confident and competent communicators and, in many cases, learn to travel independently on public transport. The pupils speak very highly of the school. They are enthusiastic about what it offers. They confirm that they feel safe and that bullying is not an issue. Pupils are well prepared for leaving school. All school leavers in the past three years have moved on to continuing education or training. The staff are very supportive of the school. Virtually all of them confirm that they know what the school is trying to achieve. The great majority of parents and carers have positive views of the school. It is not yet an outstanding school because : Work is not always set at the right level to challenge pupils. At times, teachers do not adjust learning in lessons in response to pupils’ understanding. Pupils’ literacy skills are not promoted consistently well in all subjects.