Bedelsford School Self-evaluation Summary
March 2015
The context of the school
Bedelsford is a small Foundation Special School currently educating approximately 64
children aged 2-18 years with Physical Disabilities including those with Profound and
Multiple Learning Difficulties and Complex Health Needs. The school has recently
been successful in achieving DfE funding for the development of a Post 16 provision
for up to 20 students which is due to open in September 2015.
Due to a number of socio-economic factors and advances in medical science such as
higher survival rates for children who are born pre-term, we are a changing
population. Many of our pupils now have CLDD (complex learning difficulties and
disabilities) which in our context means that in addition to their physical disability
pupils have at least one other co-existing condition such as epilepsy or sensory
impairment or an associated diagnosis of a syndrome such as Downs or Retts
Syndrome. A small number of pupils have recently been diagnosed to be on the
autistic spectrum and some require 1:1 support throughout the day to ensure their
medical needs can be met whilst accessing their full curriculum entitlements.
All pupils have a statement of special educational needs or are currently on an
assessment place to establish the extent of their educational needs. Most pupils
require speech and language therapy, occupational therapy and physiotherapy and
benefit from additional therapies such as music, art and hydrotherapy which are all
provided within the school day.
We ensure all pupils follow a curriculum including the National Curriculum which is
differentiated and highly personalised to enable us to meet their individual
educational needs. As well as academic progress the school aims to develop key
skills including social and emotional well-being, communication and life skills. Pupils
are encouraged to develop their communication skills, be independent and physically
healthy with a focus on motivating pupils to engage in and enjoy the curriculum in
order to better enable them to make as much progress from their starting points as
possible. We work closely with colleagues in health and social care to provide
integrated therapies throughout the school day and to support our work with families
to ensure all children can reach their full potential.
All the classes are small with a high level of support from experienced and welltrained staff. Primary classes follow the Early Years Foundation Stage Curriculum and
an adapted National Curriculum while the secondary section of the school follows the
mainstream model with specialist teachers in sports, music and drama, art, science
and French. At KS4 all pupils continue to follow an adapted National Curriculum and
in addition follow accredited courses within the Foundation Learning Curriculum.
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The school has excellent facilities including specialist rooms for Art and Technology,
ICT, a sensory room and sensory theatre. Therapy provision includes a hydro-pool,
sensory garden, science garden, sensory theatre, large gym and a multi-sensory
learning area. There are two outside recreational areas which are fully accessible to
pupils in wheelchairs with one having adapted play equipment for wheelchair users.
The school was inspected by Ofsted in September 2012 and graded ‘Outstanding’.
Inspectors observed that:
1. Pupils make outstanding progress in relation to their starting points and
abilities. They enjoy learning and have very productive relationships with
the adults they work with.
2. Learning is promoted extremely well by teachers’ and other adults’ high
levels of skill, knowledge and commitment.
3. Leaders and managers at all levels share an ambitious vision that
results in outstanding achievement and promotes pupils' spiritual,
moral, social and cultural development strongly.
Bedelsford School has high expectations of all and aims to provide consistent
and sustained improvement, working collegiately with key partners such as
Achieving for Children, SSAT, special education experts, health and social care.
We keenly take account of the development of neuro-scientific knowledge and
research to better enable us to develop the skills of our staff team, understand
the unique ways our pupils learn and implement the teaching strategies which
will ensure pupils make the maximum progress they can.
Bedelsford School works in close partnership with Parents/Carers to ensure
that collaborative goal setting takes place and that all students reach their full
potential.
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Pupils’ Achievement
Suggested grade: Outstanding (1)
Evidence that supports this judgement :
The majority of pupils in the school continue to make excellent progress from
their starting points. Achievement in lesson observations and current CASPA and
Classroom Monitor Data indicates that the vast majority of pupils are made or
exceeded expected progress at the end of July 2014.
In March 15:
EYFS
Pupils in the Early Years Foundation Stage who were at the end of their
Reception Year in July 14 were all at ‘emerging levels’ of development in relation
to the Early learning Goals. However, individual progress evidenced through class
recording systems, annotated photos, videos and national tracking systems
demonstrated that all pupils made at least good progress from their starting
points with the majority making outstanding progress. Pupils were well prepared
for entry into our KS1 Class and had developed positive dispositions particularly
in the areas of play and exploration and active learning. Pupils at the very lowest
levels of development who were following a sensory based curriculum were
confident and secure in their environment and increasingly motivated to respond
to and interact with their peers, adults and the world around them. This year we
have a particularly social and mobile group of EYFS pupils who are additionally
benefitting from integration with their mainstream peers on a weekly basis. This
is ability based with our most able pupils joining literacy and numeracy sessions.
This initiative has further enabled our most able pupils to raise their achievement
levels.
KS1-KS3
At KS1 all pupils made at least one level of progress from their end of EYFS
starting point with 75% making 2 levels of progress and 25% making 3 levels of
progress. This represents outstanding progress and is evidenced as above with
our more able children’s own written work supporting the data and class teams
written, photographic and DVD evidence.
At KS2 all pupils made Upper Quartile progress in English with 50% of pupils
making upper quartile progress in Maths and 50% median quartile progress. This
is outstanding progress overall but also an area for development to ensure all
pupils can aspire to upper quartile progress in Maths.
At KS3 33% of pupils made median quartile progress in English and 67% upper
quartile progress. 33% of pupils exceeded upper quartile progress in Speaking
and Listening and reading. This is outstanding progress.
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KS4
The school is an OCR Accredited centre and pupils continued to make excellent
progress at KS4 with all pupils achieving OCR Life and Living Skills module
certification. In addition more able pupils achieved Entry Level exams with ED
Excel in English, Maths, Science and French.
An area for development in line with new achievement expectations is to ensure
our most able pupils continue to make or exceed expected progress from their
end of KS3 outcomes in Maths and English.
All the above have additionally been confirmed as accurate by our LA School
Improvement Partner.
Pupil Premium and current progress
While there is no identifiable gap and pupil cohorts are small, it is evident
through teacher assessments and data tools, IEP achievement and Annual
Reviews that pupils who are entitled to Pupils Premium make at least as much
progress as their peers with current mid-year CASPA data indicating that in
several strands of English and Maths they are making more progress than their
peers as indicated below. It should be acknowledged that while the difference in
percentage terms may seem significant it is relating to only a small number of
pupils (1-4) and strongly indicates that the school is in line with the Ofsted Grade
descriptor for ‘Outstanding’ Achievement’.
Curriculum Area
Reading
Writing
Speaking
Listening
Number
Shape,
Space
Measure
Using and Applying
Data Handling
Pupil
Premium
%
making or exceeding
expected progress
80
80
100
100
88
and 88
90
66
No Pupil Premium %
making or exceeding
expected progress
84
75
81
75
88
80
70
89
This data also suggests that for all pupils including those not entitled to pupil
premium, ability based reading and Maths projects for more able pupils in the
school have enabled pupils to progress more rapidly towards their upper quartile
targets (reading, number, data handling).
The school has transferred to a new data system called Classroom Monitor levels have been adapted in the Core subjects through collaborative working with
three other Special Schools to ensure they are appropriate for our cohort of
pupils. This is called the Kingston Assessment Tool. Each level is based on P
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Levels broken down into achievable steps for pupils with physical and cognitive
disabilities and using AAC for communication and augmentative writing. Pupils
working above P8 progress onto Stages 1-3 of the Kingston Assessment Tool
which has been adapted by the same team of Special Schools to reflect additional
progress made.
PACE Assessments are used to baseline pupils who arrive in the school mid-year
or transfer to Bedelsford in Year 7.
Analysis of the data has also enabled us to identify areas of intervention
particularly in writing, expressive language and using and applying for a small
number of pupils who are currently not making as rapid progress towards
targeted expectations. Some of those pupils have had significant illnesses to
contend with and progress meetings with teachers to discuss strategies to
support those pupils are taking place now and were updated Dec 14 and March
15.
In addition the following strategies have been implemented to accelerate
achievement of pupils:
 EYFS pupils base lined on Classroom Monitor and 2 Build a Profile tool to
enable progress to be demonstrated as pupils move through to KS1 and
beyond
 IT Technician employed and Eye gaze, Clicker 6 technology including staff
and pupil training developed to enable more access rapid progress in
communication, expressive language skills and reading
 Ability groups for reading developed with end of year evaluations
evidencing more rapid progress towards Progression Guidance targets
achieved by pupils in the group.
 From September 14 New class groups developed enabling additional
challenge for more able pupils particularly in English, Maths and Science
and development of a pedagogical approach including sensory input for
PMLD pupils
 Development of Communication Support Base for pupils with ASD as part
of their diagnosis to develop PECS communication skills and address
Sensory development – Autumn 14.
 OT Assistants employed impacting positively on fine motor skills including
writing and developing techniques to increase engagement and focus for
pupils with sensory difficulties
 Handwriting without Tears and Floortime initiatives implemented and in
progress
 Intensive Interaction Training delivered to all staff Jan 14 impacting on
PMLD pupils with pre intentional communication to support development
of intentional communication skills
 Staff trained and Numicon groups developed for more able pupils
 Development of Complex needs tools and staff training modules
 Links developed with VI Teacher and SENSE with specific training on body
signing and mobility delivered enabling pupils with PMLD to better achieve
receptive language skills and increased development of personalised
resources such as mobility loop and adapted text for pupils with visual
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impairment.
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Why achievement is not the grade (above/below)
Achievement is not only good because teacher assessment, pupil work file
evidence , annual reviews, data triangulation and written observations evidences
that the majority of pupils make or exceed expected progress over time in
English and Mathematics. Pupils who receive Pupil Premium support are
consistently achieving at similar or the latest data suggests above that of other
pupils in many areas. Learning for all pupils, including the most able is
consistently good or better and in line or above national averages for pupils with
similar starting points. The development of initiatives such as ability grouping,
increased links with specialist teachers and innovative access to high tech AAC
including eye gaze, I Pads and Grid 2 software enables pupils to make rapid
progress in reading and communication across curriculum areas and they are
consistently well prepared for the next stage of their education.
The Quality of Teaching
Suggested grade: Outstanding (1)
Evidence that supports this judgement:
The quality of teaching across all key stages and curriculum areas is never less
than consistently good and much is outstanding. This outcome is evidenced by
lesson observations June 13, November 13, Jan 14, June 14 and October 14, Feb
15 includes observations and advice given by Advisory teachers, SIP and Special
School Head teacher and Deputy Headteacher colleagues. As a result the
majority of pupils are making very good sustained progress from their starting
points.
Expectations of pupils in the majority of observed lessons is consistently high and
planning, differentiation and personalisation of objectives enables the majority of
pupils to learn exceptionally well. Individual learning intentions are currently
being developed for TA’s to use alongside every child throughout the day.
Access to learning for our very complex pupils is a key challenge and teachers
work with therapy teams and technology specialists to develop imaginative
programmes and resources to motivate and engage pupils in learning
Examples evidenced include:
 Creative use of classroom areas to personalise environments e.g.
darkened space for pupils with visual impairment
 Pupils using high tech communication aids to solve mathematical problems
and given time to self-correct
 Music and movement used effectively to increase engagement for more
complex pupils with PMLD
 Development of specific sessions that provide PMLD learners with
opportunities to process and respond to stimuli without sensory overload
(Tac-Pac sessions).
 Collaborative development and delivery of sessions specifically aimed at
ASD students such as Attention Autism.
 Opportunities to exchange good practice and cross pollinate
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teaching/learning through planned visits to local SEN schools (e.g Dysart)
and school further away such as Linden Lodge School, Greenmead,
Paddock School ( e.g. Five Point Project).
 Cross curricular symbols, touch cues and objects of reference used
throughout the day
 Reading, writing and communication planned for and taught effectively
across all curriculum
 Mathematical concepts skilfully incorporated throughout the day
 SALT, OT and physio professionals working alongside teachers in lessons
to improve outcomes and engagement and increase functional access and
physical well being
 Whole school drive to reduce visual clutter within classroom environment
as well as reduce verbal overload during session/lessons.
 Teachers and HLTAs are encouraged to use peer observations as means of
developing better practice.
Across the school pupils are enthusiastic and committed learners, inspired by
teachers and other adults who are skilled at giving timely support and
intervention to engage fully in their learning.
Curriculum and Assessment
New planning and curriculum documents are in place with all staff assigned to a
curriculum area. Teachers are all Directors of Learning for a specified curriculum
area and have each developed a one year action plan.
Regular and systematic assessment ensures that teachers can measure the
progress that pupils make and swiftly address any potential underperformance.
Current initiatives include:
 Key skills developed to underpin the new curriculum have been identified
and will be integrated into each part of the planning and delivery of the
new curriculum
 Planned INSET days (Tuesday evening) are used for opportunities to
develop planning within class teams or/and teacher groups. Therapists
support training in AAC devices, Clicker6, GRID 2, OT techniques etc
 Design of Bedelsford templates to incorporate pedagogical Schemes of
Work for PMLD, Primary and Secondary with key skills identified and linked
to each term’s themes
 Classroom Monitor - new system of assessment called ‘Kingston
Assessment System’ developed alongside other special schools and
therapy colleagues to further break down P Levels and enable progress to
be evidenced
 Further implementation of Complex needs assessment tools and website in
use by class teams for formative assessment , increased understanding of
developing engagement and learning styles and development of teaching
strategies
 Review of KS4 and establishment of Post 16 ‘Moving On’ curriculum and
assessment underway
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Upper quartile Progression guidance targets in place for the majority of
pupils
I Pads issued to all staff to improve assessment and recording processes
through photographic and video evidence
Special school Moderation in English and Maths and Science June 14 and
Feb 15 confirmed accurate teacher assessment
Why teaching is not the grade (above/below):
The quality of teaching is not just good because much of the teaching across
curriculum areas is outstanding. Teachers work with therapists and highly skilled
teaching assistants to engage pupils in their learning e.g. encouraging the use of
innovative technology to enable pupils to better access their learning leading to
exceptionally good progress. Teachers use imaginative and personalised teaching
strategies ensuring pupils are motivated to learn. All staff have high expectations
of pupils.
Students have planned and delivered opportunities to practice living in modern,
democratic Britain through use of voting system ( e.g. when naming guinea pigs,
School Council, school newspaper, setting up of Tuck Shop).
Behaviour and Safety
Suggested grade: Outstanding (1)
Evidence that supports this judgement:
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Pupils in the school are respectful of others, happy and display a love of
learning.
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There is a calm and purposeful learning atmosphere in the school and
pupils actively and positively engage in their learning
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Positive behaviour management plans enable the small minority of pupils
with behaviours that sometimes challenge to show consistent
improvement over time
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Pupils feel safe in school - parent and carers are very positive about the
behaviour in the school - questionnaire November 14 confirms
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Attendance across all key stages – Sept -Mar 2015 - 87.5% representing a
small improvement from 86.87% Sept –Dec 2013.
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Solid process of incident and accident reporting in place and incidences
reviewed weekly at SLT Meetings
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All staff trained in Level 2 Safeguarding – particular emphasis placed on
the vulnerability of disabled pupils to abuse, raising concerns and how to
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ensure pupils are safe. – Sept 13 and Feb 14, April 14, Sept 14, Jan 15
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DHT trained as Designated teacher for Safeguarding and Educational
Visits Coordinator September 14
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All staff trained in Moving and Handling techniques – Sept 13 and March
14, September 14, Feb 15
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New staff trained in Moving and Handling and Safeguarding within first
month of employment
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Link Governor attended Behaviour and Safety Training and meeting with
Head teacher each term
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Head teacher part of LA’s Safeguarding Disabled Children Action Group
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Specialist training for staff in PSHE and SRE by Kingston SRE Team 6
week module Oct 14
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Assistant and Deputy Head teacher trained as CP Designated Teacher April 14, September 14
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Educational Visits developed in partnership with health professionals to
ensure pupils with complex medical needs are able to safely access all
visits with trained staff – DHT trained as Educational Visits Coordinator
Oct 14.
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E-Safety training delivered to all staff July 13, E Safety policy developed
and new AUP’s signed October 14.
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E-Safety implemented in lessons for appropriate pupils
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Behaviour Policy updated and Theory training delivered Sept 14. New
policy written and adopted March 15
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Anti-bullying Policy written and adopted March 15
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Team Teach training delivered to key staff in order to support small
number of pupils with challenging behaviour and promote positive
behaviour management techniques.
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CSB (Communication Support Base) planned and developed in
collaboration with SALT. Students presenting themselves on Autistic
Spectrum Disorder can access additional support (such as Communication,
behaviour management and communication through art sessions) on daily
bases. CSB staffed by Team Teach trained staff members to ensure
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Positive Behaviour Plans are observed at all times.
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New template for Positive Behaviour Plan in place.
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Incidents recorded and discussed and strategies implemented for
decreasing outcome.
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Development of ‘Safe Space’ concept for ASD students in place with
presentation in Spring 2015.
Why behaviour and safety are not the grade (above/below):
Behaviour and safety in the school are not only good because pupils have highly
positive attitudes to learning and their behaviour and conduct outside of school is
almost always impeccable. Pupils are and feel safe in school and when supported
by school staff .More able pupils are able to express how they keep safe.
Incidences of inappropriate language or actions and bullying are exceptionally
rare and dealt with promptly and effectively.
Leadership and Management
Suggested grade: Outstanding (1)
Evidence that supports this judgement:
Leadership and management of the school is outstanding – leaders and
managers including governors are highly ambitious for the pupils and lead by
example. They have a deep understanding of the school’s performance and of
staff and pupils’ skills and attributes.
Governors have held leaders to account for all aspects of the schools’
performance through:
 Increased scrutiny of policy documentation
 pupil progress data
 Programme of governor curriculum monitoring visits with curriculum
leaders – Autumn 13/Spring/Summer 14, Spring 15
 Curriculum and assessment reporting developed in consultation with head
teacher – Spring 14 and reviewed Spring 15
 Rigorous review of Pupil Premium data – Autumn 13/Spring 14/Summer
14, Autumn 15
 Link governor assigned to each class – Autumn 13, reviewed Autumn 14
and Spring 15
 Division of governor responsibilities to ensure inclusion of all governors
 New Governors recruited Spring 15 following skills audit
 Termly Health and Safety review and monitoring of Behaviour and Safety
 Parent and Carer questionnaire and analysis Nov 13 ensuring successful
strategies for engaging with parents continue to be developed. New
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Parent and separate pupil questionnaire completed Autumn 14 for Parents
and Spring 15 for pupils
Leaders focus relentlessly on improving teaching and learning and ensuring
learning occurs through a highly adapted curriculum that is personalised for our
pupils and promotes and sustains engagement and a thirst for learning. Focussed
and relevant training is provided to the whole staff team or appropriate groups
including national accreditations:
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NPQML and NPQSL (National Qualifications for Middle and Senior leaders)
completed by 2 teachers to strengthen and build sustainable leadership
potential - Autumn 14
EYFS Teacher Training – completed Spring 14 – teacher achieved Early
Years Teacher of the Year Kingston University
Mentors provided for all new teachers and staff and trainee teachers from
St Mary’s and Roehampton University –Autumn 14 and Spring 15
Senior Teaching Assistants trained to mentor student nurses from
Southbank and Kingston Universities – Autumn 14
Intensive Interaction training to support pupils with PMLD to initiate
communication – Jan 14
English/Communication Training to improve pupils’ progress in expressive
and receptive language skills – Makaton, I Pad , reading skills – Aut 13,
Summer 14 – Spring 15 - Eye Gaze, Boardmaker, Podd Book, Grid 2,
Clicker 6, Colourful Semantics
Maths training to support more able pupils to progress in number Numicon – Spring 14, MLD delivered by specialist from The bridge Special
School - Spring 15
Mobility ,Touch Cue and Body Sign language to improve progress towards
intentional communication and mobility for pupils with Visual Impairment
– delivered by SENSE , VI Teacher and TLR3 Leader – Spring and Autumn
14
Complex needs training and moderation with other special schools –
increasing knowledge of staff team to understand how the special needs
brain works including information from colleagues in neuro-science to
enable improved interventions for pupils who are not making expected
progress and explore personalised pathways to learning for identified
pupils across the ability range – Spring and Summer 13,
Contribution to publication of ‘Engaging Children with Complex needs’ and
SEN Children - Spring 15
ICT training – joint training with SALT and Technology team enabling
increased access to learning for more able pupils to the internet and to
develop expressive communication through switch skills – Autumn 13,
Summer 14
OT and ‘Handwriting without Tears’ training to develop fine motor and
increase progress with writing skills – Spring 14, Floortime Training
Autumn 14
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Specialist teachers for PE and swimming employed and therapists working
with class teams to promote physical development and well-being
throughout the day
Whole staff teamwork development through Myers Briggs training day
enabling staff team members to better understand the strengths of
colleagues and work better together for the benefit of pupils
New appraisal process ensures all teaching staff have a whole school and
pupil progress target linked to the School Development Plan while
enabling teachers to identify an area of professional development they
would benefit on focussing on throughout the year. This year teachers all
have whole school target ensuring that the revised curriculum takes the
new curriculum into account and new Blue Sky professional recording
system in place March 15. All teaching assistants, play assistants and
admin staff also have a yearly appraisal.
Appraisals for all teachers encourage, challenge and support consistent
improvement and are inextricably linked to promote pupil progress
SDP INSET delivered with whole school community involved in producing
four improvement documents.
Regular feedback meetings with specific teaching groups planned and
attended by SLT members (e.g. half termly HLTAs meetings; STs
meetings; half termly meetings with TA reps).
Sixth Form Committee responsible for developing ideas linked to new Sixth
Form Provision (September 2015-2016)
Bedelsford Communication Meeting (every Friday) developed in order to
exchange information, discusses projects and plan for new schemes.
Suggestion Box opened every Thursday and ideas shared during Friday
meetings where problem solving attitude is fostered and promoted.
Highly effective and efficient management of financial resources by senior leaders
including the SBM, Headteacher and governors leads to excellent deployment of
staff and resources to the benefit of all pupils:
 Appointment of Integrated Services Co-ordinator ensures smooth
crossover of therapy provision and educational requirements within school
setting as well as provides better quality of therapy provision for
Bedelsford School learners.
 Appointment of Assessment Co-ordinator ensures all data is collected and
supports analysis and presentation to Class Teams, Governors and SLT.
 Further development of STA specialism for AAC to ensure that users of
augmentative modes of communication are fully supported within school
environment as well as when accessing extracurricular activities (e.g. class
trips).
 Development of additional post for STA linked to Moving and Handling and
Move Programme to ensure that all students benefit from robust Positional
Timetables, Therapy Programmes integrated into teaching and learning
and planned opportunities to use such resources as ‘Acheevabed’,
standers, walkers/pacers, stretch sessions, hydro-therapy and swimming.
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The school has benefitted from the recruitment of OT Assistants to support
sensory and fine motor skills and an HCA to support children with medical needs
to access the full curriculum.
This year we have been able to invest significantly in capital projects including
the re-running of heating and water pipes (we have reduced our oil consumption
by 15% this year) refurbishment of the school Hall to provide two separate
spaces, new equipment for the secondary playground and ordered development
of primary playground in line with our aim to increase physical activity for all our
pupils. A small investment in plant for the pool has led to increased lettings
income. Quartz and Meerkat Class sensory rooms and conservatory benefit pupils
with Visual Impairment and sensory needs.
Following the new funding arrangements, last year saw the successful
introduction of the school collecting its own top up fees. All Local Authorities
were consulted before the new arrangements came into place, although the
response was very low. We have adopted a flexible approach with Local
Authorities paying monthly, two monthly or termly in advance. Despite initial
teething problems, primarily due to LAs putting arrangements in place to pay us
directly, payments are being received promptly. Top up fees are calculated and
collected by the School Business Manager. The new funding arrangements mean
that our overall income can unexpectedly change quite significantly, if a pupil
unexpectedly leaves or arrives, so careful budgeting has been necessary.
The leadership team has worked successfully with RBK and governors to achieve
DfE funding for a Post 16 provision to begin Sept 15. This will ensure that pupils
with a physical disability who are cognitively able will be able to attend a local
school. Planning permission is achieved and architects are currently working with
us to sign off final design.
Senior leaders work closely with other special schools to moderate and ensure
the highest standards of achievement and the head teacher represents
Bedelsford and other special School colleagues at Safeguarding Disabled Children
Action group, Education Kingston partnership, School Improvement sub group
and SEND Action group developing the local offer and Education Health and Care
Plans required by the Children And Families Act 2014. In addition she is on the
SSAT Special School Steering Group working together to share and learn from
other outstanding practice.
School popularity that represents itself with increasing number of referrals has
led to creation of additional class ( Primary Dept) and the appointment of a new
teacher – April 15
Development of Sixth Form provision allowed for employment of Teacher-incharge - students played an active role in an interview and voting for preferred
candidate.
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Why Leadership and Management are not the grade (above/below):
Leadership and Management are not only good because the pursuit of excellence
is demonstrated by an uncompromising drive to maintain and strongly improve
the highest levels of achievement and personal development possible for all
pupils and the staff team. Staff maintain highly professional standards and lead
by example working together with multi-disciplinary colleagues to enable
increased achievement throughout the curriculum.
Where relevant, the effectiveness of the sixth form or any additional
provision
Suggested grade:[delete as appropriate] Outstanding (1); Good (2); Requires
improvement (3); Inadequate (4)
Not currently applicable – Post 16 funding achieved for September 15
Evidence that supports this judgement
Why the sixth form or any additional provision are not the grade (above/below)
Overall effectiveness, including the promotion of the pupils’ spiritual,
moral, social and cultural development
Suggested grade: Outstanding (1)
Evidence that supports this judgement:
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Bedelsford provides a rich and relevant curriculum which is constantly
developing and consistently good and outstanding teaching contributes to
outstanding learning and achievement from individual starting points –
Caspa and B-Squared data - Summer 2013, Spring 2014, Summer 14,
Classroom Monitor – Spring 15
The school has consistently high aspirations for pupils and staff and
promotes pupils physical development as well as their spiritual, moral,
social and cultural development:
Ensuring pupils access swimming on a regular basis – the school has
employed a new special needs swimming teacher starting Jan 14 and who
is also working with the physiotherapy team to train staff in hydrotherapy
skills.
STOP Gap Dance team working with whole school - performance for
parents and RBK Mayor – April 14
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Fulham Football Club and Surbiton Tennis Club leading wheelchair tennis
skills – Summer 14
Lunch Time Clubs such as Special Olympics Inclusive Sport Sessions at
Kingston College. – Spring 15
Boccia sessions delivered by specialist trained staff ( e.g. Boccia delivered
by school governor)
PE sessions delivered through schemes such as ‘Chance to Shine and
Bedelsford School
Attendance at annual Disability Day at the Kia Oval Surrey by Cricket
Board
Lords Taverners delivering Wheelchair cricket project for secondary pupils
Autumn 14
Developing trampolining and/or Rebound Therapy as appropriate to each
child. Recruiting a trampoline/rebound therapy coach. Training completed
January 15
Competing in regional competitions for Panathlon and Boccia
Developing the MOVE Programme to ensure all pupils with physical
disabilities who have weight bearing ability have a targeted programme of
physical development in partnership with physiotherapy and occupational
therapy teams. Staff are receiving training during Spring and Autumn 2014
to implement the programme
‘Connecting Classrooms’ project has had significant impact on older pupils
who have increased their understanding of issues affecting pupils in a less
developed country and have been able to write emails and understand the
need for writing and reading materials to be provided. Two teachers
visited Senegal Oct 13 and a very exciting web link was established in
assembly during their visit. This was a life changing visit for the staff
concerned and the school is looking forward to being able to work with
Ibou Diallo School in the future for the benefit of pupils in both schools.
A reciprocal visit from the Senegalese staff March 14 enabled development
of cross school partnership plan. New funding achieved September 14 for
visit April and June 15
Celebrations of Jewish New Year, Chinese New Year, Diwali and Black
History Month, Shrove Tuesday and hold inspiring Super Learning Weeks
with a curriculum theme e.g. geography/African Theme, Maths theme.
Staff, Pupils and families have collected money and written and performed
songs, stories and poems about Kingston Food Bank and Water Aid at
Harvest Assembly and for the Philippines at Christmas 14.
Students and Staff have raised money for such charities as Breast Cancer
(through Dress in Pink and Cake Sale initiative) and engaged all learners in
Red Nose Day celebrations. – Spring 15
The whole school also took part in a very moving Christingle Carol Service
at our local church with music provided by Tiffin Boys School. Through
these celebrations and events pupils have gained knowledge and
experience of their own and other cultures, faiths and moral standings and
have been able to experience and reflect where able and appropriate on
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September 2012, No. 120203
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the spiritual and moral considerations raised. Christmas service Dec 14
and Easter Service planned – March 15
Inclusion and integration developed at two primary and one secondary
school to enhance pupils social and emotional development – Spring 14.
One primary school visiting Bedelsford for integration on a weekly basis
Autumn 14, link with new Primary school Spring 15
Every member of staff and Governor effectively models a culture of care
and ensuring well-being. Pupils’ dignity is paramount.
Employment of School Counsellor to support cohort of pupils and families
and their wellbeing through counselling sessions Autumn 13 and
development of parent workshops - Spring 15
Why the school’s overall effectiveness is not the grade (above/below)
Overall effectiveness of the school is not only good because:
There is a continuous drive for improvement with principal aspects of the school
works reaching consistently good or outstanding outcomes. Teaching is
outstanding and never less than consistently good. Pupils in the school have
exceptional educational experiences facilitated by highly skilled staff promoting
aspirational targets for all pupils. Pupils thrive in the supportive and highly
cohesive learning community where everyone is valued equally whatever their
strengths and abilities and they are supported to reach their own highest possible
achievements from their starting points.
Preparing a school self-evaluation
September 2012, No. 120203
17