The Collett School

The Collett School continues to perform well as a good school, especially in supporting pupils who have faced significant challenges in their previous schooling. The school's curriculum is designed to help students catch up and prepare for future educational and employment opportunities. Pupils benefit from a supportive environment where they can thrive academically and develop social skills, encouraged by strong, caring relationships with staff and peers. High-quality pastoral care and opportunities for independence are notable strengths of the school. While the overall quality of education is good, there are areas for improvement, particularly regarding curriculum guidance in some subjects. This means that teachers may not always have clarity on the essential knowledge pupils need to retain, which sometimes leads to gaps in their understanding. However, the school's commitment to developing a comprehensive support network and ensuring students with SEND are given the resources they need remains strong, contributing positively to their overall performance.

Strengths

• Ambitious curriculum tailored to pupils' complex needs
• High-quality pastoral support for students
• Positive relationships between pupils and staff
• Effective phonics instruction leading to improved reading skills
• Strong focus on independence and preparation for future employment
• Pupils display good behaviour and engage positively in school activities
• Engagement with parents and staff is well-maintained

Areas for Improvement

• Lack of clarity in curriculum guidance for some subjects
• Pupils sometimes forget key knowledge due to insufficient review

In 2024–25 pupils at The Collett School attended 88.5% of sessions (the national figure for special schools was 87.2%). 28.9% 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, 11.7% of pupils at The Collett 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 The Collett School had 4.6 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 0.0% 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 The Collett School had 128 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: specific learning difficulty; moderate learning difficulty; severe learning difficulty; profound and multiple learning difficulty; social, emotional and mental health; speech, language and communication needs; hearing impairment; vision impairment; multi-sensory impairment; physical disability; autistic spectrum disorder; other difficulty or disability.

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 The Collett School received £27,265 and spent £27,954 for each of its 128 pupils. It ended the year with reserves of £553,000 (£4,320 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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All schools in Hemel Hempstead · Hertfordshire local authority: places and applications

What is The Collett School's Ofsted rating?

The latest Ofsted rating for The Collett School is Good, from an inspection in May 2024.

When was The Collett School last inspected by Ofsted?

The Collett School was last inspected in May 2024.

How many pupils does The Collett School have?

The Collett School has 128 pupils on roll.

What age range does The Collett School cover?

The Collett School for pupils aged 4 to 16.

What are The Collett School's SATs (KS2) results?

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

Where is The Collett School?

The Collett School is at Lockers Park Lane, Hemel Hempstead, Hertfordshire, HP1 1TQ.