|Ofsted Inspection Rating||Good|
|Inspection Date||13 June 2013|
|Address||Eastern Close, Dogsthorpe, Peterborough, Cambridgeshire, PE1 4PP|
|Religious Character||Does not apply|
|Number of Pupils||168 (61% boys 39% girls)|
|Percentage Free School Meals||35.4%|
|Percentage English is Not First Language||19%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Marshfields is a large community special school designated by the local authority for students aged 11 to 19 years with moderate and complex learning difficulties. Marshfields draws from the entire City of Peterborough and beyond to include learners from neighbouring counties of Lincolnshire and Cambridgeshire. All students have a statement of special educational needs. There is a wide mix of learning needs, including moderate and severe learning difficulties, autism, and behavioural, social and emotional difficulties. The vast majority of students are of White British heritage and very few are from minority ethnic groups. The proportion of students known to be eligible for the pupil premium (additional funding allocated by the government for certain groups of students, in this case those who are eligible for free school meals and who are looked after by the local authority) is well above the national average. The school works with City College in Peterborough to extend the range of learning opportunities for post-16 students.
Summary of key findings for parents and pupils
This is a good school. Students make good progress. Leaders track progress accurately and have raised expectations for all students in the school. The quality of teaching is good. Good monitoring of teaching and the effective professional development of staff have increased the levels of consistently good and sometimes outstanding teaching. The sixth form is good. Students achieve well in school- and college-based courses. Students enjoy lessons and are proud of their school. They feel safe and valued in its secure, structured and cohesive community. Students’ outstanding behaviour and good attendance contribute significantly to their achievement. Leadership and management, including governance, are good. Senior leaders consider carefully how aspects of the school can be further improved and are ambitious for the school to be even better. It is not yet an outstanding school because : The pace of learning slows in lessons when teachers spend too much time talking to the whole class instead of allowing students to get on with tasks. Students do not have regular opportunities to use their literacy and numeracy skills across all subjects. Not all teachers use the information they have on students’ prior learning to inform their planning. Work is not always planned appropriately to meet the needs of the students with more complex needs. Courses followed by students in the sixth form do not always build sufficiently on their previous achievements in Year 11.