|Name||Wells Park School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||21 June 2012|
|Address||School Lane, Lambourne Road, Chigwell, Essex, IG7 6NN|
|Religious Character||Does not apply|
|Number of Pupils||53 (98% boys 2% girls)|
|Percentage Free School Meals||73.6%|
|Percentage English is Not First Language||1.9%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about the school
This school currently has 39 boys from Year 2 through to Year 6 with behavioural, emotional and social difficulties attending. The school can provide for girls if two are ready for admission at the same time. Most pupils join the school at various points throughout Key Stage 2, with a few arriving as late as Year 5. All pupils have a statement of special educational needs. A few have additional needs including learning difficulties and complex medical needs. The school has residential facilities. Thirty-six boys reside full-time during the week and return to their homes at the weekend. A very few boys reside on a part-time basis and a few are day only pupils. A few boys are dual-registered and receive their education solely in a mainstream school. Most pupils come from Essex, but a few come from Norfolk, Thurrock, Havering and the London Borough of Tower Hamlets. The proportion of pupils known to be eligible for free school meals is above the national average. Most pupils are White British. A very few pupils are from minority ethnic backgrounds and none are at an early stage of learning English.
This is an outstanding school. The overall effectiveness of the residential experience is also outstanding. Parents and carers are delighted with what this school achieves for their children. Their views are typified by the parent who said, ‘For the first time in [his] life my son enjoys going to school and accesses an education tailored to his needs. He is a happy and confident child because : his self-esteem and behaviour has improved so much since being here.’ Pupils’ achievement is outstanding both academically and in their personal development. From low starting points on entry all pupils make outstanding progress in reading, writing and mathematics. Teaching and learning are outstanding. Challenging activities are tailored to pupils’ specific learning needs and the objectives identified in their statements. Teachers are highly skilled in improving pupils’ behaviour and self-confidence. Relationships are excellent and so pupils take safe risks with their learning and surprise themselves by what they achieve. Pupils enter the school with a history of poor behaviour. Most gain confidence, believe that they can succeed and behave exceptionally well. They feel safe and valued. They are adept at assessing risks and adopting safe practices. Their attendance is above average. Effective and motivational leadership within the school and the residential accommodation significantly enhances pupils’ learning and personal development. Monitoring by the headteacher is rigorous and incisive. It leads to decisive action to improve teaching and raise pupils’ achievement. Management of performance is exceptionally effective in providing targeted professional development to equip teachers to improve their teaching. Very effective management systems are implemented in the residential provision, but these are not always followed up with the required paperwork. There is no documented plan of staff training needs in relation to medication. Unannounced visits are compliant with regulations; visitors talk with pupils and staff; but these visits are not written down in the detail required. Pupils are asked how they feel about the occasions when they needed to be ‘handled safely,’ but then their views are not written down consistently.