Fern House School

Name Fern House School
Ofsted Inspection Rating Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 08 March 2017
Address Chesterfield Primary School, Chesterfield Road, Enfield, EN3 6BG
Phone Number Unknown
Type Academy (special)
Age Range 7-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 49 (81% boys 19% girls)
Academy Sponsor Enfield Learning Trust
Local Authority Enfield
Percentage Free School Meals 68.2%
Percentage English is Not First Language 10.2%
Persisitent Absence 57.1%
Pupils with SEN Support 2%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

Aylands School is a special school for boys and girls with social, emotional and mental health (SEMH) needs. All pupils have a statement of special educational needs or an education, health and care plan when they join the school. Many pupils join the school with low prior attainment and gaps in their learning. However, some year groups include pupils with middle- or high previous attainment. The proportion of pupils who are entitled to additional funding, such as the pupil premium or the Year 7 catch-up funding, is high compared with other schools. The proportion of pupils who are from minority ethnic heritages is larger than in most other schools. One third of pupils are from White British backgrounds. Most pupils speak English as their first language. The school does not use any alternative educational provision. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is an inadequate school The effectiveness of leadership and management is inadequate. Senior leaders have an inaccurate view of the school’s effectiveness. They have failed to make the necessary improvements in order to maintain standards. The quality of governance is weak. Governors do not hold leaders to account strongly enough or check that their evaluations are accurate. Some staff have raised concerns about the school’s leadership with the governing body and the staff team is now divided. Governors have been slow to implement the recommendations from an independent review into the allegations. Safeguarding is ineffective. Leaders and governors have not ensured that all procedures for keeping pupils safe are implemented effectively. Arrangements for monitoring who enters and leaves the school are unsafe and haphazard. Leaders are unclear about their responsibilities regarding the single central record and pre-employment checks. They have not provided appropriate training in some restraint holds used on pupils. The quality of teaching across the school is too variable. Teachers do not establish accurate starting points in order to plan learning activities at the correct level. Some pupils are not challenged to do their best because : teachers’ expectations are too low. Not all pupils make good progress. The impact of the additional support provided to disadvantaged pupils is not effectively monitored to ensure that it is making a difference. Work seen in pupils’ books suggests that progress in some subjects and classes is better than in others. High levels of staff absence have caused disruption to pupils’ learning and the standards some pupils achieve are not as high as they should be. Pupils’ personal development, behaviour and welfare are inadequate. Some pupils spend too much time out of lessons or are frequently excluded. The welfare and personal development of pupils are compromised by staff smoking on site and the lack of monitoring of the front entrance and main gate. The school has the following strengths Staff apply the behaviour policy, including systems for rewards and sanctions, in a consistent manner. Arrangements for supporting more vulnerable pupils and those who are looked after are well managed by designated staff.