|Ofsted Inspection Rating||Good|
|Inspection Date||11 September 2012|
|Address||Trulock Road, Tottenham, London, N17 0PG|
|Religious Character||Does not apply|
|Number of Pupils||103 (50% boys 50% girls)|
|Percentage Free School Meals||26.2%|
|Percentage English is Not First Language||38.8%|
|Pupils with SEN Support||29.1%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Vale School is a special school for pupils with a statement of special educational needs usually relating to profound and multiple learning difficulties. Many have associated severe learning difficulties and communication needs. The complexity of pupils’ needs has increased significantly in recent years. The school operates from two main departments, a primary base at Lancasterian Primary School and a secondary base at Northumberland Park Community School, both of which are purpose built and on the same site as the mainstream schools. The Vale also operates inclusion schemes in partnership with Belmont Infant and Junior Schools and Northumberland Park. Most pupils come from culturally diverse families, with the largest groups coming from Black African, Caribbean or Turkish backgrounds. A range of other minority ethnic groups are represented; however, none of these groups is sufficiently large to provide statistically valid comparisons. The proportion of pupils known to be eligible for the pupil premium is very high compared to the national average. The school has been awarded the Investors in People Award and the status of Project Ability School for disability sports for the North London region. The school offers an outreach support service to teachers and pupils in mainstream schools. A new headteacher was appointed in January 2011 and since then there have been significant changes in the senior leadership team and the governing body.
Summary of key findings for parents and pupils
This is a good school because: The care, guidance and support provided by all staff are of the highest quality, leading to pupils developing their confidence and independence very effectively. Systematic school improvement has been sustained through considerable changes in the complexity of pupils’ needs and in staffing, particularly in the senior leadership team and in the governing body. In their academic learning, pupils of different ages, backgrounds and abilities make good progress and achieve well. They achieve particularly well in the development of their communication and social skills and are well prepared for the next stage of their education. In the vast majority of lessons, teachers provide activities that engage pupils’ interest. They assess pupils’ work regularly and accurately, ensuring that pupils know what they need to do to improve. Pupils’ behaviour is very good and the overwhelming majority make significant improvements in learning to manage their difficulties. Pupils feel extremely safe and secure, they enjoy school and have positive attitudes to learning and support each other very well. The school is very well led and teachers’ performance is managed effectively. The pupil premium is used to good effect in changing the grouping arrangements and making the curriculum more responsive to pupils’ needs. There is a sustained focus on improving classroom practice and outcomes for pupils. It is not yet an outstanding school because: Occasionally, teachers do not use questioning to best effect to ensure that learning of all pupils is of the very highest quality. Staff do not always make the best use of information about pupils’ progress to check that pupils are doing as well as they can compared to national expectations of progress.