- Treetops School
- Head: Mr Paul Smith
- T 01375 372723
- F 01375 390 784
- E [email protected]…ps.thurrock.sch.uk
- W www.treetopsschool.org
- A state special school for boys and girls aged from 5 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty.
- Boarding: No
- Local authority: Thurrock
- Pupils: 286
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 12th February 2020
- 2 Full inspection 5th November 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: Outstanding on 1st March 2010
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
Overall school performance (for comparison or review only)
Results by exam and subject
Special Education Needs
Treetops is a day school for children and young people between the ages of three and 16 who experience moderate learning difficulties. The school, located in Grays, Essex, UK is a Thurrock Local Education Authority (LEA) school and in under local management. The school operates a special VB (verbal behaviour) nursery for children on the autistic spectrum and is the first state school in the UK to be adopting these teaching principles. From September 2004, Treetops operates on two sites. Its main campus at Dell Road, Grays and the second campus at South Ockendon. 'School should be a place where there is work but also laughter, a place where there is law but also grace, a place where there is justice but where there is also love...' Sir Alec Clegg 1974 We aspire to this statement. We acknowledge and value the unique contribution of each and every individual within our school community. It is almost impossible to express an ethos in words – it is more of an ‘ambience’ – or a way of being that needs to be experienced. Our school works on achievement, on what can be done. We work on the positive. We do not view our work as such but as a vocation or as an opportunity to make a difference. Each pupil is placed in an age or need appropriate group. Each group will have a teacher responsible for pastoral care. In addition the Headteacher and Deputy Head-teacher also take great pride in ensuring pastoral care is of the highest order. We will always endeavour to answer any worries you have on the same day that you make contact. One of the great qualities of our school is that we are small. We are therefore able to know each pupil really well and conversely they know us really well. Behaviour and discipline in school (or anywhere else) is all about relationships. Our aim is for pupils to accept our values and become part of a whole community, which instils a sense of pride in each other. There are many and varied extra-curricular activities. For younger pupils there are frequent visits and trips to make their learning as real as possible. We also run residential experience and variety club and other sponsored events. These are tremendous opportunities which all form a very valuable part of our whole school approach. We do have a school uniform which we feel helps to instil a sense of pride and community.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty||Y|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
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
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:
sometimes, but not in this year