Lindon Bennett School

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.

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

In 2024–25 pupils at Lindon Bennett School attended 85.6% of sessions (the national figure for special schools was 87.2%). 46.4% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.1% of pupils at Lindon Bennett School were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Lindon Bennett School had 6.5 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 17.0% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 Lindon Bennett School had 182 pupils, 91.2% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: severe learning difficulty; profound and multiple learning difficulty.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2025–26 Lindon Bennett School received £36,075 and spent £37,650 for each of its 182 pupils. It ended the year with a deficit of £446,000 (-£2,451 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Lindon Bennett School's Ofsted rating?

The latest Ofsted rating for Lindon Bennett School is Expected standard, from an inspection in September 2026.

When was Lindon Bennett School last inspected by Ofsted?

Lindon Bennett School was last inspected in September 2026.

How many pupils does Lindon Bennett School have?

Lindon Bennett School has 182 pupils on roll.

What age range does Lindon Bennett School cover?

Lindon Bennett School for pupils aged 3 to 11.

What are Lindon Bennett School's SATs (KS2) results?

In 2025, 0% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Lindon Bennett School?

Lindon Bennett School is at Main Street, Hanworth, Feltham, Middlesex, TW13 6ST.