|Name||Bethlem and Maudsley Hospital School|
|Ofsted Inspection Rating||Outstanding|
|Address||1st Floor, Mapother House, Maudsley Hospital, De Crespigny Park, London, SE5 8AZ|
|Religious Character||Does Not Apply|
|Number of Pupils||63 (27% boys 73% girls)|
|Percentage Free School Meals||0%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (17 November 2011)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about the school
The Bethlem and Maudsley Hospital School caters for pupils who are patients of the Bethlem or Maudsley Hospitals. The school is made up of five units spread over two sites, eight miles apart. All the units provide for pupils with psychological difficulties. The school has been re-organised since the last inspection and now has classrooms on both hospital sites. Pupils are enrolled once they are admitted to the hospital, and leave the school following discharge. They attend the school while receiving treatment at the hospitals, either as in-patients or as outpatients. Pupils can be admitted to the school at any time, sometimes at very short notice. They stay on roll for varying lengths of time from a few weeks to well over a year, with many having previously been out of school for a considerable time. The school provides education for boys and girls aged 4 to 19 years, but there have been no children in the Early Years Foundation Stage for several years. At the time of the inspection, the age range of pupils was 8 to 19. Some pupils are dual registered and some aged above 16 also attend local colleges of further education.
This is an outstanding school. The inspection evidence supports the schools’ view that it is exceptionally effective in re-engaging many pupils in education. Leadership and management are outstanding and senior leaders are determined in their drive for excellence. They are supported extremely well by a committed and knowledgeable governing body. Excellent relationships in all parts of the school help to boost pupils’ confidence and, as a result, they make good progress towards reaching challenging targets. A culture of success, where the achievements of all students are recognised and celebrated through displays, praise and accreditation, permeates the ethos of the school. Pupils are extremely well cared for and there are some excellent examples of pupils supporting each other, such as when Year 11 pupils listened carefully and praised presentations by their peers, clapping appreciatively at the end of each talk. Pupils achieve well during their time at the school. If they stay long enough, most pupils attain accredited qualifications. Shorter-stay pupils work on tasks linked to their previous school studies to enhance their opportunities for successful re-integration. They benefit from some outstanding and exciting curriculum activities. Trips into the community include a wide range of experiences to enhance learning. Visits to see performances of plays by Shakespeare and to local art galleries, regular swimming and horse riding are just a few examples of activities that promote their aspirations and enthusiasm for learning. Students in the sixth form make good progress. Many are helped to attain A-level qualifications and the school can point to a wide range of very supportive letters from former students and their parents and carers showing gratitude for the help and support that have changed pupils’ lives. Outstanding teaching is a key feature of pupils’ successes. Lessons are calm and focused and much of the teaching is individual. In the older classes, pupils and students have the opportunity to work on their own projects and are supported to set their own targets. More-able pupils are helped to keep up with their work through excellent partnerships with their previous schools. One parent commented, ‘My son achieved grades A to C in his GCSEs because of the effective liaison between the two schools.’ Staff are rigorous about providing the best environment possible. When pupils are too ill to attend classes, teachers and teaching assistants regularly teach them on the wards so that they all keep pace with their learning. Attendance at lessons is broadly average and the school is working hard to improve it. The impact of some inconsistent attendance, together with pupils’ specific difficulties, results in good rather than outstanding progress. The headteacher has an excellent vision for the school. He is very ably supported by the senior leadership team and staff. They have embedded their ambition for the school extremely well by driving improvement vigorously since the last inspection. They have successfully taken on responsibility for a wider range of pupils and have developed a clear assessment and tracking system that provides a very clear view of minute steps of progress. This is shared with pupils and parents. As a result, pupils are fully involved in setting and measuring their own targets and are very aware of their next steps. The school has an outstanding capacity to continue to develop as it meets new challenges. The leadership team knows the school’s strengths and weaknesses through its rigorous monitoring and accurate self-evaluation and the team has an excellent track record of continual improvement.