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  • Greenfields Specialist School for Communication
    Prentice Court
    Lings Way
    Goldings
    Northampton
    Northamptonshire
    NN3 8XS
  • Head: Lisa Atack
  • T 01604 741960
  • F 01604 741968
  • E [email protected]
  • W www.greenfield…orthants.sch.uk
  • A state special school for boys and girls aged from 11 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MSI - Multi-Sensory Impairment; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
  • Boarding: No
  • Local authority: Northamptonshire
  • Pupils: 89
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 7th February 2018
    • 2 Full inspection 7th February 2014

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 9th June 2011
  • Ofsted report: View the Ofsted report

What the school says...

Greenfields School is set in its own grounds in the Kingsthorpe area of Northampton. Our accommodation offers a friendly environment and provides many modern facilities for our students. Facilities include our fully equipped music and drama studio, the sensory room and our hydrotherapy which all provide the latest in visual and sensory stimulation. We have a recently completely refurbished library. There are many other facilities and resources that are designed so that we are able to offer our students the best opportunities for their learning and personal needs to be met.

At Greenfields we teach National Curriculum subjects, R.E. and Personal, Social and Health Education and Citizenship. We offer relevant curricula, therapies and experiences supported by a multi-disciplinary approach. This enables students to develop essential social, physical, communication and academic skills, which build upon their strengths, in order to lead as full, satisfying and independent lives as possible.

We aim to:
Provide effective education to meet the individual needs of students and develop their skills and knowledge through broad and relevant curricula.
Promote and develop active partnerships with students, families, staff, governors, professionals, friends and the community.
Develop students understanding of society and the community, including the development of social awareness, codes and conventions.
Prepare and guide students in their transition from school to their future lives.

The Curricula, which are central to fulfilling the school aims, are designed to be flexible with particular emphasis on the needs of the individual. We aim to provide a curriculum that is relevant, challenging and meaningful based on five elements:
The need to communicate with others.
The need to develop self-awareness and independence.
The need to understand their environment and the world in which they live.
The need to be creative and appreciative of creativity in others.
The need to better understand their life.

Access to the National Curriculum is offered to our students through a variety of approaches including the Literacy Strategy and Numeracy Strategy. This enables each individual student to benefit from the wide range of learning experiences that the National Curriculum has to offer, modified in a manner which is appropriate to each of our individual students interests and ability. This means that some of our students may attend specific lessons on the core and foundation subjects whilst others will experience the National Curriculum on a multi-sensory level. All of this is reinforced with an emphasis on the use of whole school cross-curricular themes.

The Post 16 course is a preparation for students for adult life. We introduce students to and prepare them for their next placement. The final years at school have particular emphasis on extending individual development in living skills and self-care to enable students to be as independent as possible.
We encourage students to develop their skills through an experience of work. For some students this will be by taking responsibility for a task within the school environment and for others a work placement, partnered by a member of staff, in the local community. Our Young Enterprise project develops business skills giving students the experience and responsibility of developing and selling products. Students work towards nationally recognised accreditation at an appropriate level.

Greenfields is well staffed with opportunities for all staff to develop their skills in S.E.N. and specialist areas. In addition to the teaching staff Teaching Assistants support the work of the school with a minimum of one in each class with many classes having more according to the needs of the students. Staff receive training for a variety of health, welfare and health and safety issues. The school is further supported by site and office staff. School meals are cooked on-site and additional lunchtime staff are available to support students during meal and leisure times.

Greenfields School provides specialist teaching for students within the Autistic Spectrum. Two
classes, grouped by age, offer a high staff to student ratio and are organized using TEACCH principles. This approach provides a structure that aims to develop the independence of each
student using programmes tailored to meet their individual needs.

The multi-sensory impaired unit provides appropriate specialised learning environments that minimise the effects of dual impairment and maximise the opportunities for learning and consider the impact of the environment on the learning of the deafblind student. Curriculum delivery uses specialised deafblind techniques which focus on the development of communication and self help skills. . Technological aids are used to develop communication and staff use different methods of communication. These include adapted body signing, objects of reference and raised Moon text. The enhanced curriculum includes specialist learning programmes, independence and therapeutic support.

The school has a policy of total communication so that every childs individual communication skills are recognised as an integral part of their educational life. Alternative and Augmentative communication methods including the use of technologies are a feature of the school.

We have close links with other professional from Social Care and Health. These include a full time school nurse and physiotherapist and Speech and Language Therapists attend the school at least once a week. As part of a joint Social Services and Education project a Social Workers are based in school for part of the week. Occupational therapists, wheelchair technicians, staff from the Visually and Hearing Impaired Services and the Education Welfare Officer visit the school. A weekly Orthotic Clinic is held in school and the Community Dental Service visit annually. Staff from Connexions attend students transition planning meetings and are closely involved with students and families.
...Read more

What the parents say...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Greenfields School is set in its own grounds in the Kingsthorpe area of Northampton. Our accommodation offers a friendly environment and provides many modern facilities for our students. Facilities include our fully equipped music and drama studio, the sensory room and our hydrotherapy pool which all provide the latest in visual and sensory stimulation. We have a recently completely refurbished library. There are many other facilities and resources that are designed so that we are able to offer our students the best opportunities for their learning and personal needs to be met. At Greenfields we teach National Curriculum subjects, R.E. and Personal, Social and Health Education and Citizenship. We offer relevant curricula, therapies and experiences supported by a multi-disciplinary approach. This enables students to develop essential social, physical, communication and academic skills, which build upon their strengths, in order to lead as full, satisfying and independent lives as possible. We aim to: • Provide effective education to meet the individual needs of students and develop their skills and knowledge through broad and relevant curricula. • Promote and develop active partnerships with students, families, staff, governors, professionals, friends and the community. • Develop students’ understanding of society and the community, including the development of social awareness, codes and conventions. • Prepare and guide students in their transition from school to their future lives. The curricula, which are central to fulfilling the school aims, are designed to be flexible with particular emphasis on the needs of the individual. We aim to provide a curriculum that is relevant, challenging and meaningful based on five elements: • The need to communicate with others. • The need to develop self-awareness and independence. • The need to understand their environment and the world in which they live. • The need to be creative and appreciative of creativity in others. • The need to better understand their life. Access to the National Curriculum is offered to our students through a variety of approaches including the Literacy Strategy and Numeracy Strategy. This enables each individual student to benefit from the wide range of learning experiences that the National Curriculum has to offer, modified in a manner, which is appropriate to each of our individual student’s interests and ability. This means that some of our students may attend specific lessons on the core and foundation subjects whilst others will experience the National Curriculum on a multi-sensory level. All of this is reinforced with an emphasis on the use of whole school cross-curricular themes. The Post 16 course is a preparation for students for adult life. We introduce students to and prepare them for their next placement. The final years at school have particular emphasis on extending individual development in living skills and self-care to enable students to be as independent as possible. We encourage students to develop their skills through an experience of work. For some students this will be by taking responsibility for a task within the school environment and for others a work placement, partnered by a member of staff, in the local community. Our Young Enterprise project develops business skills giving students the experience and responsibility of developing and selling products. Students work towards nationally recognised accreditation at an appropriate level. Greenfields is well staffed with opportunities for all staff to develop their skills in SEN and specialist areas. In addition to the teaching staff, teaching assistants support the work of the school with a minimum of one in each class with many classes having more according to the needs of the students. Staff receive training for a variety of health, welfare and health and safety issues. The school is further supported by site and office staff. School meals are cooked on-site and additional lunchtime staff are available to support students during meal and leisure times. Greenfields School provides specialist teaching for students within the Autistic Spectrum. Two classes, grouped by age, offer a high staff to student ratio and are organized using TEACCH principles. This approach provides a structure that aims to develop the independence of each student using programmes tailored to meet their individual needs. The multi-sensory impaired unit provides appropriate specialised learning environments that minimise the effects of dual impairment and maximise the opportunities for learning and consider the impact of the environment on the learning of the deafblind student. Curriculum delivery uses specialised deafblind techniques, which focus on the development of communication, and self help skills. Technological aids are used to develop communication and staff use different methods of communication. These include adapted body signing, objects of reference and raised Moon text. The enhanced curriculum includes specialist learning programmes, independence and therapeutic support. The school has a policy of total communication so that every child’s individual communication skills are recognised as an integral part of their educational life. Alternative and Augmentative communication methods including the use of technologies are a feature of the school. We have close links with other professionals from Social Care and Health. These include a full time school nurse and physiotherapist and speech and language therapists attend the school at least once a week. As part of a joint social services and education project social workers are based in school for part of the week. Occupational therapists, wheelchair technicians, staff from the Visually and Hearing Impaired Services and the education welfare officer visit the school. A weekly orthotic clinic is held in school and the community dental service visit annually. Staff from Connexions attend student’s transition planning meetings and are closely involved with students and families. Quetionnaire details completed by GSG.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment Y
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty Y
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty Y
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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