|Name||Thornhill Park School|
|Address||Portland Road, Plains Farm, Sunderland, SR3 1SS|
|Number of Pupils||47 (76.6% boys 23.4% girls)|
|Percentage Free School Meals||0.0%|
|Pupils with SEN Support||0%|
Summary of key findings for parents and pupils
This is a good school School leaders have ensured that full compliance with the independent school standards has been maintained. Trustees of the proprietor group have formed a governing board which has a clear vision to provide a holistic and personalised approach to education for pupils across the school. Governors have a wide range of skills and experience which they use to provide a high level of support and challenge to the headteacher. School leaders have high expectations and a visible commitment to improving independent living skills for all their pupils. School leaders have designed a broad curriculum that is delivered through practical, activity-based lessons and complemented by experience of working in the local community. Parents and carers are very positive about the school and say that the personal development of pupils is a strength of the school. Parents speak warmly about the enrichment activities provided by the school. Pupils are happy at school, attend well and have attitudes to learning that lead to improved outcomes, particularly in their personal development and independent living skills. School leaders have improved the breadth of information they gather on pupils since the last inspection. This has enabled teachers to increase the level of challenge for pupils in lessons and has contributed to the improvement in pupils’ personal development. However, the assessment, monitoring and analysis of pupils’ acquisition of literacy and numeracy skills are inconsistent and not always used to inform teachers’ decisions about how to improve pupils’ learning and outcomes well enough. School leaders have ensured that pupils who join the school in the early years have access to well-designed primary accommodation and specialist teachers. There are many opportunities for pupils in the early years to develop learning through play, follow their areas of interest and to move on to the next stage of their education securely. Sixth-form students benefit from accredited qualifications and work-related learning opportunities which help them with their transition to adulthood. 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.
Information about this school
This is a special school for pupils aged 4 to 19 years with autism spectrum conditions. Some pupils have additional neurodevelopmental needs. All pupils have an education, health and care plan and this is a requirement to be admitted to the school. The school has capacity for 35 pupils with 33 on roll at the time of the inspection. There were no early years pupils in the school at the time of inspection. The school has a staff team of 40, comprising the headteacher, five teachers, 29 teaching assistants, and five administrative and site staff. The school’s last standard inspection was on 8 to 10 December 2015. There has been no change of headteacher or chair of the governing body since the last inspection. The proprietor group has formed a board of trustees that provides the function of governance in the form of the governing board, which meets every six weeks. The school has no specific specialism or religious affiliation. The school is based on one site. The school has an off-site delivery programme designed to support pupils who require an extended transition to the main school building. The school does not use any alternative education provision.