|Name||Corbets Tey School|
|Ofsted Inspection Rating||Good|
|Address||Harwood Hall Lane, Upminster, RM14 2YQ|
|Religious Character||Does Not Apply|
|Number of Pupils||159 (73% boys 27% girls)|
|Percentage Free School Meals||28.8%|
|Percentage English is Not First Language||3.9%|
|Pupils with SEN Support||0.7%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
Corbets Tey is a specialist communication and interaction setting for pupils from Reception through to key stages 1 to 5. The post-16 provision is located at a separate site and was established in 2017. There are 28 students who attend full time. All pupils have an education, health and care plan. Just under half have moderate learning difficulties, with just over half with severe learning difficulties. Four out of five pupils have communication and language needs. Half of the pupils have an autistic spectrum condition. The proportion of pupils who are supported by the pupil premium is well above average. A greater-than-average proportion of pupils come from disadvantaged backgrounds. .A small minority of pupils and/or students study full time at Lambourne End learning centre or Havering College. The school provides support to other schools and colleagues through its language centre. It has held specialist status for communication and interaction since 2007. Since the last inspection leadership capacity has been extended with the appointment of two deputy headteachers. The school is currently undergoing a local authority consultation to redesignate the school for pupils with severe learning difficulties, including severe language and communication needs.
Summary of key findings for parents and pupils
This is a good school Leaders, including governors, are ambitious for both staff and pupils. They have created a culture where everyone aspires for the best. This secures a good education for all groups of pupils, which is adapted to meet their needs, abilities and interests. Children and pupils are well cared for and valued for their individuality and talents. As a result, they grow in confidence, behave well and work hard. Staff develop strong bonds with children and pupils. They understand each pupil’s individual needs. They share leaders’ conviction that it is their job to eliminate any barriers to pupils’ learning and well-being. There is a sharp focus on identifying pupils’ strongest and most natural ways of communicating. This clearly begins to unlock pupils’ academic potential, as well as boosting pupils’ social skills. Teaching secures good progress for children and pupils. It prepares them well for their next stage in education, employment or training. Provision in the sixth form is as effective as other key stages. Students make above-average progress in their work and in their personal development. The school’s partnership work with parents and external agencies is very effective. Staff work closely with families and children. They make sure that everyone is well supported, and that pupils are kept safe and secure. Parents and carers are very appreciative of the way the school supports them and their children. They are often relieved to have finally found a school which enables their children to be happy and successful. Teaching does not consistently challenge the most able pupils and students. Staff do not always make the most of activities to boost pupils’ skills in several key areas. The most able older pupils and students are not able to achieve accreditation in too wide a range of subjects, including English. Leaders regularly use their expertise in special educational needs to provide support for other schools within the local authority. Checks on the quality of teaching and the progress of pupils do not make use of all available evidence. This can distort leaders’ judgements and prevents governors from holding senior leaders fully to account.