|Ofsted Inspection Rating||Good|
|Inspection Date||22 February 2017|
|Address||Manor Farm Road, Girton, Cambridge, Cambridgeshire, CB3 0RX|
|Number of Pupils||105 (91% boys 9% girls)|
|Percentage Free School Meals||0%|
|Percentage English is Not First Language||0%|
Information about this school
Gretton is an independent day and residential special school for girls and boys with autism, specifically for high-functioning autism and those with Asperger’s syndrome. All pupils have an education, health and care plan or a statement of special educational needs, and are funded by their local authority. The school, which is part of the Cavendish Education Limited, opened in January 2010. It was initially registered for up to 60 pupils aged from five to 19 years with provision for up to eight residential placements. The school received a material change inspection on 26 January 2015 in response to its request to the Department for Education to increase the number of day pupils to 96. There are currently 95 pupils on roll, including 11 learners in the sixth form. There are no pupils at key stage 1. There are 21 pupils in receipt of pupil premium funding, including the pupils who are looked after by their local authority. The school does not use any alternative provision. The school provides residential care for eight pupils for four nights per week. The school’s residential provision was previously inspected on 16 November 2015 when the overall experiences and progress of children and young people was judged as good. The leadership team has been reorganised since the previous inspection. The headteacher is now the part-time principal. The deputy headteacher was appointed as substantive headteacher in September 2016. The replacement deputy headteacher, head of compliance and assistant headteachers were appointed in September 2016 and an interim head of care is in post. Approximately one third of the staff are new since the previous inspection and there have been three changes of teachers in Year 10 since the beginning of the autumn term.
Summary of key findings for parents and pupils
This is a good school All of the independent school standards and the national minimum standards for residential special schools are met. Leaders and governors check compliance on a regular basis, including ensuring that the website meets requirements. Senior leaders have developed a good curriculum. The curriculum promotes pupils’ learning, well-being and their spiritual, moral, social and cultural development effectively. Leaders and governors ensure good teaching and learning for most pupils, and the school continues to improve. Recent turbulence among teaching staff in Year 10 has limited the progress of some pupils. Teachers do not consistently show pupils how to improve the content and presentation of their written work. The new assessment systems do not reflect the good progress seen in pupils’ work and in the monitoring of learning over time. Teachers and support staff work effectively together and manage pupils’ behaviour well. Leaders are ensuring that pupils are safe and make rapid progress in their behaviour, attendance and personal development. Leadership of the sixth form, teaching, learning and achievement are good. Leaders are not monitoring residential provision rigorously enough. Some staff do not know the role of the local authority designated officer. Compliance with regulatory requirements and national minimum standards for special schools The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’), and the national minimum standards for residential special schools and associated requirements.