St Luke’s School

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About St Luke’s School

Name St Luke’s School
Ofsted Inspections
Headteacher Mr Stephen Hoult-Allen
Address Crouch Hall Lane, Redbourn, St Albans, AL3 7ET
Phone Number 01582626727
Phase Special
Type Foundation special school
Age Range 7-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 160
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

St Luke's School is a place where pupils are looked after and safe.

Adults support pupils who experienced disruption prior to joining the school to settle quickly into school life. Pupils embrace the differences between each other and value their own uniqueness. Pupils celebrate diversity, creating an atmosphere of mutual respect and tolerance.

Pupils' differing needs are well catered for.

Pupils make friends and are respectful to each other and the staff who look after them. Pupils recognise that a small number of their peers sometimes find regulating their behaviour and emotions tricky.

They trust staff to deal with any issues so they can concentra...te on their learning and school life.

Pupils experience an exceptional personal development programme. This programme draws together the many exciting aspects of school life effectively.

Pupils, for example, access a range of animals at the school, or use their talents to design a garden for a national flower show. A huge range of well-planned trips and experiences support pupils really well to build on their learning and grow in confidence and independence.

What does the school do well and what does it need to do better?

The executive headteacher, supported by leaders, staff and governors, has improved the quality of education at the school.

A thoughtful curriculum, taking on board pupils' varying and complex needs, is now in place. A range of appropriate additional therapies support pupils to access school life effectively. The curriculum is ambitious, so by the time pupils leave the school, they achieve a range of qualifications that set them up well for their next steps.

The curriculum builds on pupils' different starting points and individual special educational needs and/or disabilities. Each curriculum area is broken down into 'tiers'. In each tier, key knowledge is sorted into achievable steps that build pupils' knowledge as they move through the school.

Leaders provide staff with detailed information about pupils' needs. Staff use this information to adjust and adapt teaching around what works best for each pupil. Teachers regularly check pupils' learning in class and offer more support if needed.

Pupils usually make strong progress from their starting points. Some teachers are still developing their subject knowledge and understanding of newer parts of the curriculum. In these instances, pupils do not learn as well as in most.

Reading is central to school life. Well-trained staff use the school's phonics scheme effectively to teach pupils to read. Teachers' careful checks of reading knowledge mean that pupils get the right help, at the right time.

Pupils talk with animation about the books they read either individually, at home or with their class. Stories are shared regularly with pupils and made accessible where necessary. Pupils enjoy trips to the library or to buy books in local shops.

The curriculum supports pupils to build their communication and language skills effectively. This enables pupils to access the curriculum and develop their social and emotional knowledge. Adults support pupils to learn how to regulate and manage their emotions.

Leaders ensure that staff deal with behaviour in a consistent and effective manner. Leaders track different behaviours across the school to help them spot patterns and ensure that pupils get the help and therapy they may need. Consequently, pupils behave well and focus on their learning.

Leaders' approach to personal development is exemplary and enriches pupils' lives. A meticulously planned relationships education programme teaches pupils about respect and consent. Pupils learn about different religions, cultures and countries.

A thorough and well-considered careers programme enables pupils to learn about different jobs and the world of work. Pupils are incredibly well prepared for their next steps when leaving the school.

Governors challenge and support leaders effectively to evaluate and improve the school.

Leaders work closely with staff, parents and carers to ensure that pupils get the best experience possible.


The arrangements for safeguarding are effective.

High-quality safeguarding training ensures that staff are fully aware of how to spot if a pupil is at risk of harm or neglect.

Any concern, no matter how small, is reported promptly to the safeguarding team. Records show that leaders take prompt and determined action in response to concerns. As a result, pupils and their families get targeted help and support from a range of appropriate agencies.

Clear systems and processes support school leaders to manage any potential allegations against adults.

The exceptional personal development programme supports pupils really well to learn about risks to themselves, whether in the community or online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have recently improved all curriculum areas.

In some of the foundation areas, staff are getting to grips with the new documentation and curriculum approaches. This means that some staff do not always have the necessary knowledge to fulfil leaders' ambitious plans. Leaders should ensure that all staff have the knowledge and support to ensure that the curriculum is implemented consistently well in all areas.

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