Southview School
Inspection report
Unique Reference Number
Local Authority
Inspection number
Inspection dates
Reporting inspector
115446
Essex
338585
29–30 June 2010
Jeffery Plumb
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school
School category
Age range of pupils
Gender of pupils
Gender of pupils in the sixth form
Number of pupils on the school roll
Of which, number on roll in the sixth form
Appropriate authority
Chair
Headteacher
Date of previous school inspection
School address
Telephone number
Fax number
Email address
Age group
Inspection date(s)
Inspection number
3-19
29–30 June 2010
338585
Special
Community special
3-19
Mixed
Mixed
55
16
The governing body
Mrs Linda Mead
Mr Paul Ellis
22 – 23 February 2007
Conrad Road
Witham
Essex
CM8 2TA
01376 503505
01376 503460
[email protected]
Inspection report:
Southview School, 29–30 June 2010
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The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to
achieve excellence in the care of children and young people, and in education and skills for learners of
all ages. It regulates and inspects childcare and children's social care, and inspects the Children and
Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based
learning and skills training, adult and community learning, and education and training in prisons and
other secure establishments. It rates council children’s services, and inspects services for looked after
children, safeguarding and child protection.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school
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© Crown copyright 2010
Inspection report:
Southview School, 29–30 June 2010
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Introduction
This inspection was carried out by two additional inspectors. They observed 12
lessons taught by 12 different teachers. Inspectors held meetings with the Chair of
Governors, staff focus groups and pupils. They analysed a wide range of evidence
including data on pupils’ progress, curriculum planning, the school’s improvement
plan, pupils’ work, safeguarding policies, personal assistance plans, curriculum plans,
two case studies of pupils in vulnerable circumstances and 16 questionnaires from
parents or carers.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at the following:



the progress made by groups of pupils with different special educational needs
and/or disabilities
the use of small stepped assessments to plan specific and relevant learning
outcomes for pupils in lessons
the school’s strategy to promote community cohesion in the context of the
complex profile of pupil need.
Information about the school
Southview School provides for pupils with physical difficulties, but all have learning
difficulties. Their additional needs include profound and multiple learning difficulties,
severe learning difficulties and moderate learning difficulties. All of the pupils have a
statement of special educational needs, except for a few children in the Early Years
Foundation Stage who are undergoing assessment. Almost all pupils are White British
and none are from families where English is not the home language. Pupils travel
from all over Essex to attend this school and the proportion eligible for free school
meals is above the national average. The school has steered itself through a period
of recent temporary leadership, but a permanent and stable leadership team is now
in place. There is a federated governing body. However, the planned project to
amalgamate with another local special school has recently been stalled as the local
authority has put a hold on the purchase of a new site due to the recent uncertainty
of the funding for a new school build.
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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
Inspection judgements
Overall effectiveness: how good is the school?
1
The school’s capacity for sustained improvement
1
Main findings
Southview School provides an outstanding quality of education. Each pupil is viewed
as a precious individual who is able to learn, succeed and be equipped to live as
independently as possible in a world which poses many challenges for disabled
adults. A passionate headteacher, supported by a dedicated staff team, works
extremely sucessfully to ensure that every barrier to learning for pupils with physical
disabilities and complex learning needs is removed. Modified furniture and
equipment, the use of technology, effective joined up working between education
staff and therapists, and detailed personal assistance plans lie at the heart of
removing obstacles to learning for each pupil. Consequently, pupils’ achievements in
communication, independent feeding and movement are outstanding. Although
standards are well below the national average reflecting pupils’ complex needs, data
held by the school indicates that progress and achievement is significantly better
than that found in similar schools.
Exceptionally skilful use of assessment lies at the heart of the consistently high
quality of teaching throughout the school and contributes to pupils' rapid gains in
learning. Every pupil is moved on quickly in relation to need lesson by lesson.
Teaching is brisk and interesting and relevant activities engage pupils’ interest and
accelerate their learning. In a ‘total communication’ environment pupils learn to
express themselves with confidence using symbols, signs, pictures, electronic
communication aids and speech. Excellent use is made of pupils' personal and
academic targets in lessons to raise their achievement.
An innovative curriculum equips pupils with important life skills. They are prepared to
access college and exceptionally well supported in developing job readiness skills in
the context of their capability. Their understanding of keeping themselves healthy
and safe is exceptional. Every opportunity is made to include pupils with their
mainstream peers and the highest achieving pupils follow GCSE courses in a local
secondary school. Pupils receive outstanding care, which gives them confidence to
try to do as much for themselves as possible. A specific curriculum programme aimed
at enabling pupils to steer their wheelchairs independently is both successful and
enjoyed.
Leadership and management are outstanding. However, although a detailed audit in
respect of community cohesion has been conducted and a robust action plan has
been put in place, the school is at an early stage of implementing actions to enhance
pupils’ involvement in the global community. Good work has been carried out in the
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Southview School, 29–30 June 2010
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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
context of disability at a national level. Leaders in this school are deeply reflective.
Excellent analysis of performance data is used very effectively to plan decisive action
for improvement. For example, recent analysis of data revealed that fewer pupils
with profound and multiple learning difficulties met their targets compared with other
special educational needs groups within the school. The curriculum was re-vamped
for them and teaching methods changed and as a consequence 100% of pupils with
profound and multiple learning difficulties met their challenging targets this academic
year. Given the success of robust actions to raise pupils’ achievement since the last
inspection and improved standards, the capacity for sustained improvement is
outstanding, as is the value for money.
What does the school need to do to improve further?

Ensure that school leaders follow through their planned actions to engage pupils
further in the global community.
Outcomes for individuals and groups of pupils
1
All groups of pupils make outstanding small stepped gains in learning in lessons.
Planned activities are exceptionally well matched to pupils’ needs and this accelerates
their learning. From very low starting points, pupils make outstanding progress in
English, mathematics, science and information and communication technology (ICT).
Achievement is outstanding. In English lessons pupils confidently communicate
through making choices using switches, signing, electronic communication aids and
vocalisation. Pupils with profound and multiple learning difficulties are positioned
very well so that they can respond to challenging questions by lifting their heads and
pointing with their eyes. In an outstanding mathematics lesson for pupils with
moderate and severe learning difficulties, each pupil developed outstanding problemsolving skills in relation to his or her capability. Excellent positioning of pupils
combined with modifications to computer equipment and expert teacher subject
knowledge result in outstanding achievement for pupils in ICT lessons.
Pupils engage enthusiastically with learning because it is challenging and exciting.
Behaviour is outstanding as pupils are keen to soak up learning. Attendance is above
average. The little authorised absence is due to some pupils requiring long stays in
hospital. Pupils who spoke with inspectors were adamant that there is no bullying
within the school and they said that they had an adult whom they trust in school and
to whom they could go with any troubles. Safety and dignity go hand in hand as
pupils choose whom they want to take care of their intimate needs. They dance in
their wheelchairs and their hearts pump in physical education lessons. They choose
healthy foods. Their understanding of how to evacuate the building should there be
an outbreak of fire and awareness of road safety is exceptional given their capability.
Through a vociferous school council they exercise their voice and make
improvements to the school. Pupils make an outstanding contribution to the
community and this gives them excellent opportunities to meet and work with others
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Southview School, 29–30 June 2010
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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
from different backgrounds to their own. They willingly take on jobs within school to
help each other. Outstanding work experience placements and enterprise projects
equip pupils with work-related skills exceptionally well. Pupils reflect quietly in a
beautiful sensory garden and demonstrate their understanding of right and wrong as
they explore and challenge racist and homophobic attitudes in their personal, social
and health education lessons. They see themselves not as disabled, but as young
people able to make a valuable contribution to society.
These are the grades for pupils’ outcomes
Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
1
1
*
The quality of pupils’ learning and their progress
1
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
1
The extent to which pupils feel safe
1
Pupils’ behaviour
1
The extent to which pupils adopt healthy lifestyles
1
The extent to which pupils contribute to the school and wider community
1
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
1
Taking into account:
Pupils’ attendance1
The extent of pupils’ spiritual, moral, social and cultural development
2
1
How effective is the provision?
Teaching is lively, relevant and interesting. It very successfully engages pupils’ in
learning. Exceptional team work between teaching assistants and teachers ensures
that every pupil is engaged in activities relevant to their needs. Within each lesson
following a dynamic starter session and the sharing of the objectives in pupil friendly
speak the pupils are sent away to work on tailor made activities planned to
accelerate their learning. As they work they are supported and challenged by adults
who know exactly what is required to move them on rapidly in learning. Excellent use
of assessment lies at the heart of the very successful teaching. Assessments on
pupils’ achievements in lessons are used immediately and very effectively to plan the
next important small steps of learning for them. In a lesson for pupils with profound
and multiple learning difficulties it was observed that a pupil tracked bubbles with
her eyes. Immediately this fed into mathematics planning to support her in tracking a
straight line.
1
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
Flexible and highly personalised tailored-made curriculum plans meet pupils' needs
exceptionally well. Excellent use of an extensive range of technological aids, modified
furniture and specific innovative curriculum programmes enable pupils to significantly
improve their independent mobility and communication skills. For example, by using
suitably designed wheelchairs and walking aids some pupils who were completely
dependent on adult support for mobility on entry to the school now propel their
wheelchairs confidently by themselves. The curriculum equips pupils with important
job readiness skills. Excellent inclusion opportunities at college and other secondary
schools add to the relevant accreditation opportunities at Key Stage 4. The
curriculum contributes exceptionally well to developing pupils' life skills and
equipping them to face the world as secure and confident young adults.
Very effective communication and collaborative working between an extensive range
of health professionals and educational staff ensures that pupils care needs are
exceptionally well met. Outstanding personal assistance plans ensure that pupils’
medical, toileting, feeding and as far as possible independent mobility needs are met
with dignity. Teachers and assistants are trained in handling techniques so that
pupils are kept safe, for example when lifted in and out of modified furniture to
better access learning. Induction procedures are outstanding as are transition
arrangements for sixth form students when they leave school. The family link
workers provide invaluable support for families in assisting them to help their
children’s learning and medical needs.
These are the grades for the quality of provision
The quality of teaching
1
Taking into account:
The use of assessment to support learning
1
The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
1
The effectiveness of care, guidance and support
1
How effective are leadership and management?
The senior leadership team, very effectively supported by a dedicated and highly
skilled staff team, promote a drive and ambition which focuses on removing
obstacles to learning for pupils with very complex special educational needs.
Together they successfully enable pupils to become confident, as far as possible, in
developing language and independent movement skills so that they can make real
choices for themselves as adults. Rigorous monitoring of teaching is used very
effectively to manage change, which benefits pupils. Equality of opportunity for every
pupil lies at the heart of this school and so each sub-group of pupils with special
educational needs achieve outstandingly. No form of discrimination is tolerated and
challenging issues are discussed courageously. There is distributed leadership and all
leaders are very clear about their roles and responsibilities and work harmoniously to
raise pupil achievement. Very effective management systems and procedures are in
Inspection report:
Southview School, 29–30 June 2010
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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
place to ensure pupils are safe and secure. Child protection procedures fully met
government requirements at the time of the inspection. Risk assessments, including
of pupils medical needs, are exceptionally thorough and detailed.
Partnerships with local schools, colleges and business significantly enhance the
curriculum opportunities for pupils and raise their achievement. A link with a local
business has funded the outstanding outdoor play area in the Early Years Foundation
Stage. Workshops for parents support them in improving their children’s
communication, independent mobility and feeding skills. Provision for community
cohesion is good, but action to increase pupils’ involvement in the global community
is at an early stage of development. However, very good work has been done to
establish how disability is seen, understood and tackled in relation to pupils
becoming active participants in the local and national community. Governance is
outstanding. Highly skilled and knowledgeable governors provide both very effective
support and challenge to the school.
These are the grades for leadership and management
The effectiveness of leadership and management in embedding ambition and
driving improvement
Taking into account:
The leadership and management of teaching and learning
1
1
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities
met
1
The effectiveness of the school’s engagement with parents and carers
1
The effectiveness of partnerships in promoting learning and well-being
1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
1
The effectiveness of safeguarding procedures
1
The effectiveness with which the school promotes community cohesion
2
The effectiveness with which the school deploys resources to achieve value for
money
1
Early Years Foundation Stage
Children in the Early Years Foundation Stage are placed in this setting via different
routes, including word of mouth at clinics. Their needs are very complex. Most
children have statements of special educational need, but a few are undergoing
statutory assessment. The care and teaching they receive are outstanding. The
curriculum is highly personalised and very successfully meets children’s needs. The
outdoor play area is richly resourced to develop children’s physical, social,
communication and mathematical skills. Children make outstanding progress,
particularly in communication as they eye point, use pictures, ‘go talk’, and switches
to answer questions and express themselves. They are encouraged to move by
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Southview School, 29–30 June 2010
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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
themselves and, as required, receive one to one physiotherapy support. Their
personal and social development shines as seen in how they play with each other.
Their behaviour is a delight to see and contributes exceptionally well to their learning
and physical development.
The dedicated early years’ staff team never miss an opportunity to assess a
developmental step made by a child. Each step of progress is meticulously noted
down and then used to plan to accelerate the children’s learning. Staff encourage the
children to run with their interests and this enthuses their learning. Leadership and
management are outstanding. Links with parents and external agencies very
significantly benefit the children. Parents are fully involved in setting key targets such
as increased movement using a walker or independent toileting alongside supporting
the development of their children’s communication skills.
These are the grades for the Early Years Foundation Stage
Overall effectiveness of the Early Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
1
1
The quality of provision in the Early Years Foundation Stage
1
The effectiveness of leadership and management of the Early Years Foundation
Stage
1
Sixth form
Sixth form students make outstanding progress in relation to the broad and relevant
range of targets they are set. Their achievements in communication, independence
and acquisition of the personal qualities essential to enable them to move to college
when they leave school are particulary outstanding. This reflects the very high
quality of teaching they receive. Students achieve a good range of accreditation in
nationally recognised courses reflecting their different capabilities. Through inclusion
with mainstream peers the highest achieving students follow and achieve passes in
GCSE courses.
The provision in the sixth form is outstanding. The learning opportunities provided to
equip students for the future are a particularly strong feature. These include many
enterprise activities, which give students an excellent insight into what it is like in the
adult workplace. Thus they are able to discover their interests and strengths, which
better equips them to choose relevant college courses suited to their aptitude. It also
builds their self-confidence enormously. Excellent links with colleges and a local
academy ensures that the school provides an extended and highly relevant sixth
form curriculum.
Leadership and management of the sixth form are outstanding. Never complacent,
there is a strategic plan to improve the curriculum further, including increasing the
range of enterprise projects, and enhancing the accreditaion opportunities. This plan
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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
focuses on the skills required to enable students to face the challenges of an ever
changing and developing future for young people. Students with complex disabilities
and learning needs are equipped as far as is possible to stand on their own two feet
when they leave.
These are the grades for the sixth form
Overall effectiveness of the sixth form
Taking into account:
Outcomes for students in the sixth form
The quality of provision in the sixth form
Leadership and management of the sixth form
1
1
1
1
Views of parents and carers
Returns from questionnaires indicate that most parents are pleased with what the
school achieves for their children. They write positively about how their children are
taught and cared for. They say that they are very pleased with the progress their
children make. However, a very few parents indicate that they do not agree that
teaching at the school is good, that their views or suggestions are taken into account
or that the school is well led. Inspectors agree with parents’ positive views, but did
not see any teaching that was less than good or find any deficiencies in the way in
which the school is led. Careful examination of returns from the school’s own
detailed questionnaires shows that the school does act positively on constructive
comments and suggestions made by parents.
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Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Southview School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 16 completed questionnaires by the end of the on-site inspection. In
total, there are 55 pupils registered at the school.
Statements
My child enjoys school
The school keeps my child
safe
The school informs me about
my child’s progress
My child is making enough
progress at this school
The teaching is good at this
school
The school helps me to
support my child’s learning
The school helps my child to
have a healthy lifestyle
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
employment)
The school meets my child’s
particular needs
The school deals effectively
with unacceptable behaviour
The school takes account of
my suggestions and
concerns
The school is led and
managed effectively
Overall, I am happy with my
child’s experience at this
school
Strongly
agree
Total
%
12
75
Agree
Disagree
Total
4
%
25
Total
0
%
0
Strongly
disagree
Total
%
0
0
12
75
4
25
0
0
0
0
6
38
10
63
0
0
0
0
5
31
10
63
0
0
1
6
6
38
8
50
2
13
0
0
7
44
9
56
0
0
0
0
5
31
11
69
0
0
0
0
2
13
12
75
1
6
0
0
9
56
6
38
1
6
0
0
7
44
8
50
0
0
0
0
6
38
8
50
2
13
0
0
5
31
9
56
2
13
0
0
9
56
6
38
1
6
0
0
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
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Glossary
What inspection judgements mean
Grade
Grade 1
Judgement
Outstanding
Grade 2
Good
Grade 3
Satisfactory
Grade 4
Inadequate
Description
These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
These are very positive features of a school. A school
that is good is serving its pupils well.
These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
improves.
Overall effectiveness of schools
Type of school
Overall effectiveness judgement (percentage of schools)
Outstanding
Good
Satisfactory
Inadequate
Nursery schools
51
45
0
4
Primary schools
6
41
42
10
Secondary
schools
8
34
44
14
Sixth forms
10
37
50
3
Special schools
32
38
25
5
Pupil referral
units
12
43
31
14
All schools
9
40
40
10
New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above is for the period 1 September to 31 December 2009 and is the most
recently published data available (see www.ofsted.gov.uk). Please note that the sample of schools
inspected during the autumn term 2009 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include
those that have sixth forms, and sixth form figures include only the data specifically for sixth form
inspection judgements.
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Common terminology used by inspectors
Achievement:
the progress and success of a pupil in their
learning, development or training.
Attainment:
the standard of the pupils’ work shown by test and
examination results and in lessons.
Capacity to improve:
the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management:
the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the
school.
Learning:
how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness:
inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.





Progress:
The school’s capacity for sustained
improvement.
Outcomes for individuals and groups of
pupils.
The quality of teaching.
The extent to which the curriculum meets
pupils’ needs, including, where relevant,
through partnerships.
The effectiveness of care, guidance and
support.
the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
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This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted’s
main findings from the inspection of their school.
Dear Pupils
Inspection of Southview School, Essex, CM8 2TA
We enjoyed our visit to your outstanding school. It was lovely talking with you and a
delight to see your smiling faces, and the way in which so many of you rise to the
challenge of doing things for yourselves and becoming independent. Your school is
exceptionally caring and a very happy place to be. You are given many opportunities
to learn.
The main things we found out about your school are listed below.








You communicate very effectively and move around by yourselves due to the
very high quality of support you are given to be independent.
Your teachers and teaching assistants use what they know about what you
can do to plan to ensure that you achieve your very best.
Technology and specially adapted furniture and equipment take away barriers
for you and greatly assist your learning.
Your medical needs and personal requirements are met exceptionally well.
You enjoy coming to school and engage enthusiastically with a wide range of
relevant and interesting activities.
Your understanding of what you need to do to keep yourselves safe and
healthy is exceptionally good.
Your school is led and managed exceptionally well so as to ensure that all of
your academic and personal needs are met.
Your school is a fun and exciting place to be where you are challenged and
develop very important work-related skills.
We have asked your headteacher to make sure that the plans in place to increase
your awareness of the global community are all carried out.
Yours sincerely
Jeffery Plumb
Lead inspector
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Any complaints about the inspection or the report should be made following the
procedures set out in the guidance 'Complaining about inspections', which is available
from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy
of the guidance, please telephone 0300 123 1231, or email [email protected].