Colnbrook School


Name Colnbrook School
Website http://www.colnbrook.herts.sch.uk
Ofsted Inspection Rating Outstanding
Inspection Date 23 October 2013
Address Hayling Road, Watford, Hertfordshire, WD19 7UY
Phone Number 02084281281
Type Special
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 101 (73% boys 27% girls)
Local Authority Hertfordshire
Percentage Free School Meals 28.7%
Percentage English is Not First Language 16.8%
Catchment Area Information Available No, we only have catchment area data for schools in England
Last Distance Offered Information Available No

Information about this school

Previously a school for pupils with moderate learning difficulties, Colnbrook was re-designated as a school for pupils with learning difficulties, autism and speech and language impairment in 2012. Pupils join the school at different times throughout their school career. Currently the large majority of pupils are boys. The large majority are of White British background, with a few of Pakistani or Asian British background. A few are from families where English is not the home language. All pupils have a statement of their special educational needs. The school is organised into three planning groups covering Reception to Year 2, Years 3 and 4, and Years 5 and 6. The Rainbow class in planning group 1 provides for younger children with complex autism and communication disorders, which supports their integration and inclusion into the main school. A few are children in the Early Years Foundation Stage. The Jigsaw room provides withdrawal support for older children with social and communication needs as well as their learning difficulty. The proportion of pupils at Colnbrook eligible for the pupil premium, which provides additional government funding for pupils known to be eligible for free school meals, children in local authority care and children from service families, is above the national average. Currently there are very few in local authority care. The school’s outreach service provides advice, support and training to local mainstream schools, including training at the school itself. The school does not use alternative off-site provision. In September 2013, the school achieved Autism accreditation.

Summary of key findings for parents and pupils

This is an outstanding school. The school meets fully its vision of ‘Working together … achieving together’ and ensures that all pupils are prepared particularly well for the next stage of their education. Pupils make outstanding progress from their starting points to the end of Year 6, particularly in English and mathematics, as well as in other National Curriculum subjects. Pupils’ make great strides in improving their communication skills, which supports their outstanding progress in the personal and social development. Children in the Early Years Foundation Stage make outstanding progress. This gets them ready for learning and eases their move to Year 1. Teaching is outstanding. Teachers are highly effective at planning their lessons. They make sure the work is hard enough and always at the right level of difficulty for each pupil. This means that pupils make the best possible progress towards their individual targets. Pupils’ behaviour and attitudes to learning are outstanding. This is because of interesting and motivating lessons, together with highly effective support from all adults. Pupils say they feel safe at school and get on well together. Older pupils appreciate the internet safety lessons they have and say there are always adults to help them, should help be needed. The headteacher and his deputy have made sure that there has been a continuous and highly effective focus on maintaining and improving further all aspects of the school’s work. The experienced Chair of the Governing Body and his governors know the school very well, work very closely with the headteacher and his senior leaders, and are highly effective in their duties. As a result of the high quality support offered by the outreach team, mainstream school staff develop their confidence and expertise in supporting their own pupils with learning difficulties.