We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Royal Free Hospital Children’s School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Royal Free Hospital Children’s School.
To see all our data you need to click the blue button at the bottom of this page to view Royal Free Hospital Children’s School
on our interactive map.
Pupils are settled, safe and happy. Leaders reassure pupils who are admitted to the ward that they can continue learning and keep up with school work. Teachers help pupils learn at their bedside or in the classroom.
Pupils complete an 'all about me' booklet so that all adults at the school understand the pupil's personality, interests and goals for the future.
For older pupils, leaders immediately find out about their examination subjects. They make sure that pupils, parents and carers, and the pupils' mainstream school know exactly what special examination arrangements are available.
Parents and pupils really appreciate this. It has a positive impact on pupi...ls' attitude to their condition and treatment as well as their learning.
Pupils' behaviour is excellent.
They are kind and supportive of each other because adults show them how. Pupils are confident that there is no bullying, or, if there were, that adults would deal with it.
Teachers make sure that the work is suitable for individual pupils.
Adults help and support pupils to succeed. Pupils work independently, in pairs and in groups. Adults make sure that pupils challenge themselves in new and sometimes unfamiliar situations.
What does the school do well and what does it need to do better?
The school provides an exceptional quality of education for pupils. Pupils are well supported to manage their medical conditions and to focus on learning and achieving their best. Some pupils overcome considerable gaps in their education and study successfully for a range of GCSEs and other qualifications.
Almost all pupils re-join their main school or go on to college at the end of Year 11.
Expert subject leaders develop a curriculum that is well structured and organised. For example, teachers used primary-aged pupils' interest in dinosaurs as a context for teaching about the formation of fossils, and to develop an understanding of time.
In Years 10 and 11, pupils study well beyond examination requirements. For example, they study a wide range of literature and poetry from different cultures in English. Subject leaders are creative.
They design and produce high-quality resources for pupils.
Pupils' behaviour is excellent because adults' expectations are clear and consistent. Pupils concentrate well in class and show empathy for each other.
The school is a tolerant and respectful place, with a mature learning ethos.
Pupils experience a wide range of positive personal development opportunities. In arts week, pupils visit and work with artists and galleries across north London.
Pupils were asked by the hospital to provide artwork for its current building project. Pupils take part in a wide range of trips and residential experiences.
Leaders ensure that the curriculum meets the needs of pupils.
They work diligently with the hospital, Camden local authority and the pupils' main schools to get all the information they need. They spend time with pupils and do their own assessments. They take into account pupils' educational and medical needs, examination subjects and career aspirations.
The headteacher and senior staff are ambitious for pupils to return to mainstream education. They have high expectations. They encourage all staff to show leadership and take responsibility, and trust them to do this.
Staff model this same approach for pupils. Leaders have the expertise and skill to lead a complex and diverse provision.
Governors have a clear vision of the school.
They bring together education, health and safeguarding for the benefit of the child. They fully support the school's research with the medical teams. The headteacher and senior leaders have developed a national reputation in hospital schooling, for example in developing the hospital school as a resource for supporting pupils with type 1 diabetes.
Parents say that their children's academic progress, self-esteem and confidence have grown a lot since coming to the school. Leaders provide family days for parents to support them in understanding their child's medical condition.
Safeguarding
The arrangements for safeguarding are effective.
Leaders develop strong partnerships within the hospital and with external partners. These help to keep pupils safe. Pupils get the right help if there are concerns about their well-being.
Leaders identify risks, seek advice and follow up quickly.
All school staff meet at the start of the day to share information. They reflect on pupils' needs and agree on actions to support pupils.
School leaders also meet daily with medical professionals on the wards in the 'safeguarding huddle'. This ensures that everyone works together in the best interests of the child. Leaders have created a strong culture of safeguarding.
