Forest Park School

Primary & Secondary
Post 16
Special school
Ringwood Road
SO40 8DZ
2 - 19
Community special school
4 1 1 2 3 4
Ofsted Report
View Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

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Happiness Rating

Ofsted Parent View

Pupil/Teacher ratio
Persistent Absence
Pupils first language
not English
Free school meals
Pupils with SEN support

School Description

The school caters for pupils with moderate, severe or profound learning difficulties. About half have additional needs, including visual impairment, hearing impairment, and those with a diagnosis of autism, and a very few with severe and challenging behaviour associated with their autism. Pupils come from across south Hampshire, with a few from adjacent authorities. All pupils have a statement of special educational needs for their learning difficulties. Most pupils are of White British heritage. The proportion of pupils from minority ethnic backgrounds is below average, with few speaking English as an additional language. There are more than twice as many boys as girls. The proportion of pupils for whom the school receives additional funding provided by the government in this school, who are known to be eligible for free school meals and those looked after by the local authority, is average. A very few pupils are eligible for the Year 7 catch-up funding. The school has a sixth form catering for nine students. These students undertake extended learning opportunities at Totton College. There is no training at places away from school. All students study the Award Scheme Development Accreditation Network (ASDAN), but no students are entered early for their examinations What does the school need to do to improve further? Ensure that challenging tasks are available in every lesson to fully extend the skills of the most able pupils so that make even better progress. Improve the management of teaching assistants by teachers and leaders so that they know exactly what is expected of them by: providing training to improve their skills so that they know what is expected of them monitoring lessons to ensure that support meets the needs of every pupil.

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