Greenfields School


Name Greenfields School
Website http://childhoodfirst.org.uk
Ofsted Inspection Rating Good
Inspection Date 27 June 2017
Address Tenterden Road, Biddenden, Ashford, TN27 8BE
Phone Number 01580292523
Type Independent (special)
Age Range 5-18
Religious Character None
Gender Mixed
Number of Pupils 13 (38% boys 62% girls)
Local Authority Kent
Percentage Free School Meals 0.0%
Percentage English is Not First Language %
Persisitent Absence %
Pupils with SEN Support 25%
Catchment Area Information Available No
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

Greenfields is an independent special school, registered for up to 15 pupils who have social, emotional and mental health needs. Currently, there are 12 pupils on roll. The school admits boys and girls aged between five and 14. At the time of this inspection, there were no pupils at the school under the age of eight. The last standard inspection took place in May 2012, when the school’s overall effectiveness was judged to be good and all of the independent school standards were found to be met. The school forms part of a therapeutic community managed by Childhood First, a registered charity. All pupils are in the care of local authorities. Most have an education, health and care plan. Many pupils have histories of disrupted schooling. The school offers a therapeutic approach to teaching and learning, with a strong focus on the personal development of pupils. Since the last inspection, the school has increased its age range from five to 11 years, to five to 14 years. No alternative provision is used by the school.

Summary of key findings for parents and pupils

This is a good school The headteacher leads with energy and total commitment. She has ensured that the school has continued to improve since the last inspection. Leaders and those in positions of governance have ensured that all of the independent school standards are met. Staff are very dedicated. They work as a happy and collegiate team for the good of the pupils in their care. Pupils show good attitudes to learning. Good relationships between staff and pupils mean that classrooms are happy places to be. The school’s curriculum engages pupils well. The extra-curricular offer is particularly strong and stimulates pupils’ sense of curiosity, as well as broadening their interests and knowledge. Teachers plan learning that meets the needs of individual pupils well. However, leaders know that the professional development of staff should be given a higher priority. The recently revised system to monitor pupils’ progress needs more time to embed in order for it to become fully effective. Most pupils make good or better progress. This is equally true of the gains in their academic achievement as it is of their social and emotional development. Communication between school staff and other professionals is strong. This ensures that the welfare of pupils is afforded the highest of priorities. Pupils behave very well most of the time. Staff are accomplished at managing situations when pupils’ behaviour falls short of what is expected. Pupils’ transitions into the school are managed very skilfully. This means that the majority of pupils joining the school settle in quickly. Attendance is excellent. Most pupils attend the school most of the time. Non-teaching support staff make very effective contributions to ensure the health and safety of everyone at the school. Those in positions of governance know that they need to strengthen their understanding of the quality of teaching, learning and assessment. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.