Lindon Bennett School
| Type | Special School / Community special school |
| Age Range | 3-11 |
| Religion | Does not apply |
| Address | Main Street Hanworth Feltham Middlesex TW13 6ST |
| Phone | 02088980479 |
| Reference Number | 102556 |
Lindon Bennett is a special school in Hanworth for around 180 pupils with autism, severe learning difficulties and profound and multiple learning difficulties, almost all of whom have an education, health and care plan. It operates across two sites and, at the time of inspection, was led by an interim headteacher following a period of significant change and rapid growth. Safeguarding requirements are met, with an open culture in which concerns are actively identified, acted upon and managed. The school's strongest work lies in achievement, curriculum and teaching, early years and inclusion. Pupils make strong progress from their individual starting points because the curriculum is carefully tailored, blending academic goals, therapeutic support and personal targets, and is adapted to each pupil's needs. Communication, literacy and language are woven throughout, with pupils becoming adept at using eye-gaze systems, symbols and communication boards, and growing in confidence, resilience and independence. Leaders' 'right pupil, right place' approach, detailed knowledge of new pupils and their families, and close partnership working with education, therapy and health professionals ensure support is responsive and pupils settle well. Attendance and behaviour, leadership and governance, and personal development and wellbeing are at the expected standard. Attendance is improving and broadly in line with similar special schools, behaviour is calm and bullying is rare, and leaders have accurately identified priorities and strengthened systems with effective governor support, although the leadership structure is still bedding in after recent changes. Next steps are to embed the consistent use of new systems for recording attendance and assessment so leaders have full strategic oversight, and to roll out planned specialist resources and training for personal, social, health and economic education, including relationships and sex education.
General Makeup
| Number of pupils | 182 |
| Boy/Girl ratio |
Boys: 65.38%
Girls: 34.62% |
| Percentage of students eligible for free school meals | 23.6% |
| Percentage of students where English is not their first language | 56.6% |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 9 | 7 | 16 |
| 2 | 16 | 10 | 26 |
| 3 | 18 | 12 | 30 |
| 4 | 15 | 6 | 21 |
| 5 | 21 | 9 | 30 |
| 6 | 17 | 7 | 24 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 19.2% |
| Indian | 15.9% |
| African | 12.6% |
| Pakistani | 9.3% |
| White, Other | 6% |
| Mixed, Other | 5.5% |
| Asian, Other | 3.3% |
| Caribbean | 2.7% |
| White & Black (African) | 2.2% |
| White & Black (Caribbean) | 1.1% |
| White & Asian | 1.1% |
| Chinese | 0.5% |
| Overall Ofsted Rating | Expected standard |
| > Leadership & Governance | Expected standard |
| > Personal Development & Wellbeing | Expected standard |
| > Achievement | Strong standard |
| > Attendance & Behaviour | Expected standard |
| > Curriculum & Teaching | Strong standard |
| > Inclusion | Strong standard |
| > Early Years | Strong standard |
| Last Report Date | 07 Jul 2026 |
| Date | Report |
|---|---|
| 07 Jul 2026 | School inspection |
| 14 Jun 2023 | School inspection |
| 27 Feb 2018 | Short inspection |
| 02 Jul 2014 | Full inspection |
| 08 Jul 2009 | Full inspection |
| 11 Jul 2006 | Full inspection |
| 13 Nov 2000 | Full inspection |
Strengths
- Pupils achieve very well from their individual starting points and are well prepared for their next stages in education
- A carefully tailored curriculum combines academic goals with therapeutic support and specific adaptations to pupils' needs
- Communication, literacy and language development is woven throughout the curriculum, with pupils using eye-gaze systems, symbols and communication boards effectively
- Assessment systems are well developed, with consistent and regular checks used to track progress and adjust provision
- Ambitious early years provision with highly personalised planning and well-organised indoor and outdoor learning environments
- Strong inclusion practice: the 'right pupil, right place' approach ensures pupils' needs are understood and met
- Purposeful partnership working with education, therapy, health professionals and families
- Improving attendance, supported by close analysis and timely, targeted work with families
- High expectations for behaviour, with calm learning conditions and bullying or unkind behaviour rarely occurring
- Safeguarding standards are met, with an open culture where concerns are actively identified and managed
- Governors are knowledgeable and provide effective support and challenge to leaders
- A broad range of experiences, including community visits and work with cultural organisations, builds pupils' independence and prepares them for life beyond school
Areas for Improvement
- Newly introduced systems for recording attendance and assessment are not yet used consistently enough to give leaders complete strategic oversight of all aspects of the school's work
- Plans for further specialist resources and training to support the delivery of personal, social, health and economic education, including relationships and sex education, are not yet implemented
- The leadership structure is still becoming established following significant change and rapid growth
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 0% | ||
| Pupils meeting a higher standard | 0% |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | -6.5 | ||
| Writing | -6.2 | ||
| Maths | -6.4 |
How many students meet the standards
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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