|Name||Drumbeat School and ASD Service|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 March 2019|
|Address||Roundtable Rd & Revelon Rd, Downham and Brockley, London, BR1 5LE|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||49.6%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Drumbeat School and ASD Service is an all-through special school based on two sites. Primary and key stage 3 are on the Downham site and key stage 4 and post-16 are on the Brockley site. A quarter of pupils are girls. Over half of the pupils are known to be eligible for the pupil premium funding, which is above average. The majority of pupils are from minority ethnic backgrounds, which is higher than the national average. The largest ethnic groups are: White – British; Asian or Asian British; Black or Black British – African; Black or Black British – Caribbean; and Black or Black British – any other Black background. The proportion of pupils who speak English as an additional language is above average. All pupils have an EHC plan. No pupils attend any alternative provision.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have high aspirations for the school. They have introduced positive changes that are beginning to have an impact on pupils’ progress. Staff know pupils very well. They use a range of techniques to engage and motivate pupils in their learning. Staff anticipate when a pupil may be growing anxious and put in place effective calming strategies. Consequently, the school is a quiet and happy environment where pupils can flourish emotionally and socially. Pupils enjoy coming to school and attend regularly. The designated safeguarding leads (DSLs) have ensured that safeguarding pupils is given high priority. They work successfully with other agencies to ensure that safeguarding is effective. The sixth-form provision is outstanding. Students follow personalised pathways that prepare them effectively for life at college. They develop appropriate social, emotional and practical skills for life as an adult. Staff are well trained and professional development is of a high quality. Staff use sign language and visual aids to support the development of pupils’ speech and language. The early years provision is good. Staff quickly familiarise themselves with children’s needs, and links with families are strong. Leaders have developed a curriculum that aims to engage and stimulate individual pupils through personalised plans (PPs). Leaders have introduced a new system to assess pupils’ academic ability and social, emotional and behavioural needs. They use this information to set the PPs and to track the progress pupils make. However, these PPs do not always lead to pupils making the accelerated progress some are capable of. Some pupils, particularly the most able, are not always set tasks that allow them to hone or apply learned skills or extend their knowledge. Pupils who are able to learn to read and write are not taught how to do so in a systematic and structured way, particularly in the early years and key stage 1.