|Name||Manor House School|
|Ofsted Inspection Rating||Good|
|Address||Stane Street, Slinfold, Horsham, RH13 0QX|
|Number of Pupils||23 (52.2% boys 47.8% girls)|
|Local Authority||West Sussex|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Information about this school
Hillcrest Slinfold School opened in 1996. The school has places for up to 17 boys between the ages of 11 and 16 years who have severe emotional, behavioural and mental health difficulties. The school is located in Slinfold, a village to the west of Horsham. The previous inspection of the school took place in November 2012. At this time, the school was judged to be good. Most pupils have statements of special educational needs or education, health and care plans. All pupils have challenging behaviours and require a high level of support. Some have had gaps in their education or have been excluded from other schools. Some pupils have been diagnosed with attention deficit disorders and autistic spectrum conditions. Pupils join the school at different times and with very different abilities. Some pupils leave the school before they reach age 16. At the time of the inspection, just over a quarter of the pupils had arrived in the last month. The school does not use any alternative provision. The aim of the school is to ‘encourage all children to be as independent as possible both in their learning and in their social and personal development’. The school is part of the Outcomes First Group, which owns several schools across the country. There is a small governing body, comprised of the regional manager, the headteacher, a teacher and the headteacher of another school in the group. The governing body has only recently been introduced.
Summary of key findings for parents and pupils
This is a good school The headteacher, the regional manager and staff share a deep care for pupils and a commitment to preparing them as well as possible for their future lives. As a result, the school is improving and all of the independent school standards are met. The headteacher has prioritised the development of good teaching and learning. Staff challenge and support each other to improve so that pupils achieve well across the curriculum. Pupils make significant improvements to their behaviour and attitudes. Staff understand this aspect of pupils’ special educational needs very well, set high expectations and provide highly appropriate and consistent support that enables them to succeed. Pupils leave the school ready for the next stage in their education. Year 11 pupils attain a range of qualifications including GCSEs and BTEC national diplomas. Safeguarding is effective. Leaders and staff prioritise all aspects of pupils’ welfare and safety so that they feel safe at school. Pupils’ spiritual, moral, social and cultural development and British values are well promoted. The curriculum provides a range of experiences that ensure pupils are well prepared for life in modern Britain. A new careers education programme and participation in a range of clubs and activities help to further pupils’ personal development effectively. Leaders have identified some valuable further improvements to the school. However, leaders and the new governing body do not place a strong enough emphasis on checking the impact of their work on pupils’ outcomes. Leaders recognise that the support that a few pupils receive to address their specific difficulties in English and mathematics is not precise enough. They have started to increase their expertise in supporting pupils’ special educational needs. Assessments of pupils’ abilities in English and mathematics do not identify pupils’ learning needs accurately. Teachers do not currently provide enough activities to help a few pupils to overcome difficulties in these subjects. 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.