Serenity School


Name Serenity School
Website http://www.serenityschool.org.uk
Ofsted Inspection Rating Good
Address 88 - 90 South End, Croydon, CR0 1DQ
Phone Number 02086802515
Type Independent (special)
Age Range 11-16
Religious Character Not applicable
Gender Boys
Number of Pupils 23
Local Authority Croydon
Catchment Area Indicator Available No
Last Distance Offered Available No

Information about this school

The school is registered as an independent special day school in the London Borough of Croydon. It started operating with its first cohort of pupils in January 2019. The school offers day places to boys aged 11 to 16 with complex special educational needs and/or disabilities. These comprise autistic spectrum disorder, attention deficit hyperactivity disorder and social, emotional and mental health difficulties. Almost all pupils have an education, health and care plan. Places are currently commissioned by four local authorities: Croydon, Lewisham, Merton, and Brighton and Hove. The school has a few pupils on roll who are disadvantaged and supported by pupil premium funding. The school does not make use of any alternative provision. This is the school’s first full independent school inspection, following its registration in November 2018.

Summary of key findings for parents and pupils

This is a good school Leaders have high aspirations for all pupils. They have created a culture of high expectations. They ensure that the independent school standards are met. Leaders, proprietors and governors have an accurate view of the school’s strengths and weaknesses. Governors hold leaders to account using precise and measurable targets identified in the school’s improvement plan. Staff understand pupils’ needs. Teachers’ planning of learning is well matched to the different abilities and interests of pupils. Therefore, pupils make good progress. Pupils are well cared for. Leaders ensure that a comprehensive programme is in place to support pupils’ well-being and personal development. Pupils make the strongest progress in English and mathematics. This is a result of effective teaching, supported by targeted and timely interventions. Pupils learn strategies that help them to manage their behaviour and become less reliant on adults. Pupils show respect for each other and their environment. They feel safe and enjoy coming to school. The attendance of almost all pupils has improved significantly since they joined the school. Parents and carers are very positive about the quality of education that the school provides. Pupils learn well in English and mathematics. However, they do not have enough opportunities to practise their literacy and mathematical skills across the curriculum. Sometimes, teachers’ questioning is not as effective as it could be. As a result, on these occasions, pupils’ knowledge and understanding are less well developed. Leaders ensure that the curriculum is well considered. It has a strong blend of academic and therapeutic elements, and is implemented well. Currently, the science curriculum is too narrow. This limits pupils’ progress in science. Leaders regularly monitor pupils’ progress in all subjects. However, the evidence they use to make their judgements about different subjects is not as strong as it is in English and mathematics. 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.